The 21 books reviewed were published in 1968, 1969, or 1970; excluded are remedial texts," those on extremely narrow topics," and those on rhetoric alone." (Author/RD)

Asserts that there are no absolute standards for judging literary works. Distinguishes between European art--art for esteem, and black art--art for the people. Stresses the need for freedom in art and for black art to be available at low cost. (MH)

Rability of acquiring good English" as using it to forge the very chains he wrote the play to break." (Author/RD)

Examines the ambivalent attitude toward the major speech varieties used in Tunisia (French, Classical Arabic, and Tunisian Arabic) and seeks to show the effects of that ambivalence on language policy, especially with regard to Arabization and bilingualism. (EKN)

Argues that the application of a linguistic framework to the study of literature provides a vocabulary with which certain features may be discussed, may communicate certain aspects of literary language to students, and offers a new venture to the study of literature. (HOD)

Suggestions are made for structuring taped listening exercises to promote careful attention to various elements of spontaneous speech (speaker, speaker characteristics, tone, etc.), and to sensitize students to the usage of "hein" or other specific expressions. (MSE)

Finds that the most common type of figurative language in fourth- and sixth-grade basal readers is personification. Overall, the most commonly used figures of speech are: personification; animal, sense, and inanimate metaphors; and hyperbole. (FL)

Earlier research found much sex stereotyping in college students' ratings of mental health among children and adults. A later study suggests, however, that the terms "adult" and "child" are gender-loaded toward males. Thus, caution is needed when interpreting results of experiments that assume the gender neutrality of these terms. (Author/MJL)

Describes a lesson designed to lead students to explore the language structure of the language rather than merely memorize grammatical rules. (FL)

Examines Kamsa ritual language and describes a model (based on accessibility, formalization, and efficacy) for specifying its semiotic constitution. (EKN)

Calls for a functional, semantically-based grammar for teachers, but not for pupils, to replace the traditional formal grammar they currently rely on. (JL)

Singles out sports as the area where the influence of Anglo-American culture on the French language has been most pronounced, illustrating the means by which these exchanges have taken place over the years. In particular, discusses the changes in meaning, form, and function that loan words have undergone in the process. (Author/MES)

Investigated the effects of preferred play partnership on the conversational competence of preschool children. In general, preferred partners appeared to use language more effectively while playing. (Author/RH)