Notes that some children have very advanced skills in maintaining sequences and both adapting to the meanings of others and getting their own meaning across. It may be this ability to negotiate meaning, rather that structural features of language which is at the back of difficulties in education. (Author/AM)

Considers the possibility of a relationship between oral language and reading. Includes an extensive list of references. (JM)

Criticizes the teaching of formal, abstract grammar prior to sixth grade, citing its ineffectiveness in improving composition skills. Proposes the elimination of traditional grammar from the early curriculum, retention of instruction in language usage and spelling and emphasis on student practice in writing. (BF)

To ensure reliable language data for research there is a need for experiments eliciting acceptability judgments. Experimental data are discussed to show that evaluation of a sentence may be affected by the sentence with which it is paired. Sentences with similar deviances should be presented as a set for evaluation. (CHK)

This article proposes that language contact can be best understood if the entire range of such situations from second language learning to evolution of dialects and creoles is studied within a framework analogical to the symbiosis of living organisms. Language contact is viewed in terms of dynamic evolutionary stages. (CHK)

Describes three language-related assignments for advanced composition which focus on politics and the English language, symbols and dictionaries, and language as a combination of interpretive and manipulative devices using the techniques of new journalism. (HOD)

Discusses the teaching of Russian aspect in terms of the use of the perfective and the social ramifications and perceptions conveyed by its use. The student must be made aware of the importance of implications of statements in Russian. (CHK)

A discussion of social factors in language usage in the framework of sociolinguistics as defined by Labov. Some topics considered are: language as social practice, elements of a socio-differential phonology of /r/, variation in formal style, and an outline of a sociology of variation. (Text is in French.) (AMH)

The nonuse of slang terms for cash among British bank and building society cashiers is noted and an explanation sought in the field of social control. The possible relevance of the Whorfian hypothesis is explored, and it is suggested that the in-house terms discussed have social, psychological and representational functions. (Author/CB)

An analysis of the institutional context of law suggests that, if legislation is to be both stable and flexible, institutional communicative strategies are required to organize linguistic means to these sociolinguistic ends. The nature of an Act of Parliament is used to illustrate the institutional context of law. (Author/CB)

Implications of the "new grammar" approach to teaching French are examined, including the issues of nomenclature, definition, rules and generalizations, and native language use in the second language class. Grammar itself has not changed, and the principal concern is still good usage. (MSE)

Males and females completed questionnaires on self-esteem and their use of gender-specific nouns. The preferred terms did not vary with self-esteem or with psychiatric vs. nonpsychiatric status. These findings may differ with the use of pronouns. The results are discussed in terms of societal sex roles. (Author/VM)

A discussion of the use of French puns for teaching both language and culture looks at possible class activities and proposes that advertising is a good source of puns. Types of puns are examined. (MSE)

Analyzes data regarding children's early talk about past experiences, resulting from longitudinal home observations of five working-class mothers and their two-year-olds. Results indicate that children talked primarily of negative past events, especially those involving physical harm, and that during this period temporally-ordered sequences…