Reports on the problems an Australian high school English department had in promoting a school policy for language across the curriculum. (RL)

Reports on an examination of 50 French school grammars from the last 30 years, to ascertain how thoroughly they clarified the difference between "written code" and "spoken code." Substantive plural marking was investigated. It was found that most texts treated the topic inadequately. (IFS/WGA)

After describing a variety of compensatory programs that have not been very successful for children who enter school speaking nonstandard dialects, the author describes a bidialectal program that teaches standard usage as "school language" but accepts nonstandard dialects as "everyday language," and makes the differences…

How we deal with students in a classroom either abets or detracts from a student's self-image, greatly influencing the ability of a student to learn. Problems of self-image in the classroom and the teaching of literature are the same in that they both center on the need to appreciate in different ways. (Author/EB)

Surveys primarily the more important English dictionaries written by American scholars or edited and published in the U.S. Canadian and Caribbean English dictionaries are dealt with secondarily. Available from University of Alabama Press, Periodicals Department, Drawer 2877, University, Alabama 35486. (KM)

A writing exercise consisting of a description of an automobile accident was carried out by two groups, one consisting of skilled workers, the other of professionals. The results were compared in terms of clarity, length, grammar, vocabulary, and tone. (AM)

Considers why Bernstein's theory of language codes has been misinterpreted, and describes an experiment in which undergraduate students interpret categories derived from Bernstein's lists of "linguistic code markers" in accordance with expectations emanating from a simplistic understanding of the theory. Suggests that the labelling…

Describes the phonology, grammar and semantics of Technical English in India. Interference from the mother tongue and from Common English is also discussed. (KM)

A discussion of the use of an accident report form, especially for practice in past tense usage. A lesson plan is outlined as follows: introduction using slides, a question-answer session between two sets of students and the actual writing of the report. (Text is in French.) (AMH)

Language educators need to consider whether the goal for learning English as a foreign language is to be bookish "correctness" or something approaching the competence and performance of at least moderately well-educated native speakers. Grammatical usages and pronunciations are considered and comparisons with other languages are made. (SW)

Advocates a return to teaching standard written English and setting high standards for all students. (MKM)

Establishes the existence of perceived male/female speech stereotypes. (RL)

Second language learning involves the process of transferring cultural patterns of the source language to the target language. Learning a new language required an understanding of the cultural setting of the language. (Author/SW)

This article argues against the threshold approach to second language instruction, which concentrates on the acquisition of functional and practical aspects of the language in question. (Text is in French.) (CLK)

The linguistic and cultural needs of Chinese students should be considered in English as a second language classes. A job interview is used as a social situation for an exercise to practice sentences demonstrating correct Canadian social usage. (SW)