Most of the observation, reading and discussion that has preceded this paper has been in the context of the particular educational needs of West Indian children in British schools. (Author)

Address delivered at the Association of Departments of English (ADE) Seminar, June 29-July 3, 1970, at San Fernando Valley State College, Los Angeles, California. (DS)

Advocates a curriculum in which students are taught to use standard "k'ai" forms passively in reading, while learning to use cursive forms actively in writing. (FWB)

As a result of difficulty in applying linguistic theory to teaching remedial writing to college students, a technique was developed that uses comparisons of spoken and written English to assist in composition and revision. Specific techniques and examples are outlined. (MSE)

Investigated the effects of yoking role-play practice to modeling treatments designed to teach rudimentary counseling skills of reflection of feeling. Counselors-in-training (N=28) were assigned to one of the four treatment conditions. There were significant differences between students who received an opportunity to role-play practice and those…

Presents examples of young children using written language. Shows teachers and parents what they can learn from children's developing sense of written language. Suggests activities by which parents and teachers can spur child language development. (RL)

Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)

Reports on a survey of how laypeople responded to errors in usage, their attitudes toward the acceptability of certain errors, and the values they placed on certain language styles. (RL)

Discusses the various aspects of tests based on the concepts of communicative competence and formative evaluation where the objective of the evaluation is to verify whether the learner is capable of using the language in actual communication. Takes most of the examples discussed from the text "Methode Orange 2." (MES)

Reviews what recent research into speaking-writing relationships has to say about a particular problem of unskilled writers--those who tend to write as if they were talking. Examines the differences and interdependence of oral dialogue and written monologue. (RL)

Presents a method, based on the language experience approach, for informal diagnosis of young children's awareness of the technical aspects of print. (FL)