Discusses (1) American class anxiety and racism as reflected in the linguistic purist tradition; (2) the didialectalism of contemporary Black Idiom speakers; (3) the need for accurate comprehensive descriptions of Black Idiom; and (4) the need for teachers to teach communication skills to Black students. (MM)

Paper presented March 6, 1971, at the TESOL Convention in New Orleans, La. (VM)

Report of research findings on productive language differences in beginning fifth grade Black children living in Philadelphia, as evidenced by their use of nonstandard syntactic forms in both speech and writing. (RB)

Discusses factors pertinent to evaluating various language performances of elementary school children. (SW)

The 100-year-old official English language study program in Japan needs to be drastically upgraded through improved teacher-training and instructional methods. (IR)

States that the teacher of students with differing dialects should start by accepting the students and their speech; a paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor/SW)

Experiment supported by a grant from the U.S. Office of Education, OEC-0-70-1626. Bibliography included. (DS)

Defining stylistics as the study of all the varieties which constitute a language, the author discusses some of the concepts relative to stylistic analysis and describes the dimensions of style which the teacher must bear in mind when approaching the study of English. To be continued in a later issue. (FWB)

Results indicate that using the generic pronoun "she" can negatively affect perceptions of social attractiveness for all speakers; it particularly affects a male speaker's perceived competence. The generic "they," however, did not hinder perceived credibility in any way; in fact, it enhanced females' perceived competence. (PD)

Stresses the importance for language learning of ordinary and familiar situations that bring about dialog between teacher and children. Emphasizes an environment for language learning that is stimulating for the children and that enriches and enhances the linguistic skills they already possess while increasing their expressive skills. (FL)

Transcripts from four weekly one-hour elementary school science lessons indicate the possible interpretations of the teacher's utterance "What do you mean?" by attending to its interactional context. (MLF)