An investigation of incidental teaching practices on the spontaneous speech of 12 disadvantaged preschool children during free-play periods which demonstrated that such periods can be powerful learning times by capitalizing on moments when children seek new plan materials. (Author/EH)

Over a two-year period 16 language impaired and developmentally delayed children (mean ages four and five years) were provided eight weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions, and syntax. (CL)

Presented are 45 lesson plans for teaching expressive oral language to trainable mentally retarded students. Lessons cover the following major topics: self concept, shape and color, simple protective directions, names of furniture, clothing, and animals and their sounds. Each lesson plan includes a list of materials needed, how to arrange the…

Describes a study designed to challenge the theory that the initial phase of instruction in foreign language should be based on intensive oral practice. (PMP)

The effectiveness of sign language was compared with verbal language instruction with 12 nonverbal severely retarded students (4 to 9 years old). Ss received either speech training, sign language training, or instruction in an area other than communication. During the second year, 10 Ss received training from their parents. Results indicated no…

IN ORDER TO DETERMINE WHETHER EXTENSIVE PRIOR LISTENING PRACTICE IN A LANGUAGE COURSE WOULD HAVE ANY BENEFITS IN DEVELOPING SPEAKING AND AURAL COMPREHENSION SKILLS, 19 U.S. ARMY OFFICERS SCHEDULED TO GO TO VIETNAM WERE DIVIDED INTO TWO GROUPS THAT PARTICIPATED IN A SELF-INSTRUCTIONAL PROGRAMED COURSE IN ELEMENTARY VIETNAMESE LASTING 83 HOURS. THE…

The paper proposes to clarify the role of the learner's native language in the acquisition of new words in foreign language learning for adults. Specifically, the relative effectiveness of monolingual and bilingual glossaries is explored by means of experimentation, showing that bilingual glossaries yield superior results. Related research is…

Describes a very unstructured approach to the dual problem of preschool language preparation for the disadvantaged, and increasing teacher receptivity to such children. Evaluations from the points of view of the psychologist, teacher volunteers, the teacher, and parents are attempted. (AF)

The author teaches a course in basic Latin to pupils without great ability. She claims three objectives: development of word sense; stimulation for the imagination, and enjoyment of the lessons, learning and use of the mind. (CHK)

Criticism against the application of Skinnerian programed instruction techniques to foreign language learning is advanced, while the development of a largely self-instructional guided learning program with live teachers and other students is advocated. Major attention is directed to an explanation of the principles of programed instruction, the…

Investigated was the relative effectiveness of sign language and verbal language training in teaching 12 nonverbal hearing retarded children (4-9 years old) to communicate. Ss were randomly assigned to one of three groups: speech training (based on the Bricker, Dennison, Watson, and Vincent-Smith program), sign language training (adapted from the…

Implications of the behaviorist and cognitive theories in language instruction are discussed in this article. Some contributions of Skinner, Politzer, Valette, Morton, Lane, and Mueller and Niedzielski clarify the behaviorists' view of language as a myriad of conditioned responses. In turn, the cognitive viewpoint, seen as the acquisiton and…