A guide to the use of authentic European French-language broadcast television for language instruction provides tools and criteria for analyzing its functions, characteristics, and messages. (MSE)

Investigation of the degree to which cue validity predicted the actual strength of grammatical cues as they are used by speakers of Hebrew revealed strong positive correlations between estimated cue validities and actual cue strengths for all but the youngest age groups of speakers. (Author/CB)

Considers the evolving pedagogical dilemma surrounding the teaching of "New French" and discusses the various options foreign-language teachers will eventually have to choose among when teaching French. (CB)

Suggests that, despite glib references to "professionalism," the role of teachers as outlined in the British National Curriculum is that of a technician obligated to underwrite prevailing values. (ARH)

The exploratory study determined whether Spanish language-use patterns employed on a television program accurately reflected language use patterns of the target culture as perceived by members of that group. Findings indicated over 50% approved of the show's language use because they attributed to it the intent of legitimizing bilingualism. (NEC)

Study of the probabilistic nature of processing strategies in Dutch/English bilinguals indicated that sentence interpretation in English generally paralleled that in Dutch, with divergence toward similarity in performance by English monolinguals. (Author/CB)

Analysis of spontaneous storytelling samples of deaf 5- to 7-year-olds (N=15), all exposed to manually coded English for some time, differentially showed characteristics more consistent with either English or Sign Language in the language areas of explicit relations, mimed relations, incorporated relations, and English Functors. (CB)

Analysis of language research and observation of two language classes suggest that, when teachers devote efforts to promoting students' encounters with and use of natural language, students will have the opportunity not only to learn about language, but also to arrive at proficiency in its use. (CB)

The German preposition "bei" has several meanings and uses. If the basic meaning of "bei" is taken as "abstract setting," the analysis can be extended naturally to account for the more concrete locational uses such as references to activities or specific circumstances. (CB)

Examines the rhetorical situation of the modern freshman composition student in America, in light of nineteenth-century developments in rhetoric pedagogy and discourse classification conventions. (MS)

Describes an interdisciplinary writing course organized around the theme of language as used by individual disciplines. Reports a significant improvement in students' writing skills, exposure to a breadth of issues to which these skills might be applied in students' respective majors, and an enthusiastic response to the approach. (DMM)

Reviews the present status of the categories developed by the Writing Research Unit at the University of London for classifying discourse function. (HOD)

Shows the power of dramatistic writing, which uses representative anecdotes as well as argument and demonstration. Proposes that dramatism be taught as an alternate style, in addition to and in conjunction with argument. (EL)

Discusses the many ways in which conversation surfaces in a seventh-grade classroom and the significance that talk has for the students' linguistic and affective learning. Contains excerpts from student diaries and teacher responses to them. (HTH)

Describes a study that examined responses to contingent queries in two groups of young adults with IQs in the mild to moderately retarded range. One group exhibited pervasive developmental disorders; that is, they showed distortions in social relatedness and language use that could not be accounted for by mental retardation alone. (SED)