Illustrates how all of the language arts are used by teachers and students to uncover the imaginative potential of language and their creative potential. Models ways of thinking about and investigating how instructional experiences, including classroom activities and the ways teachers interact with students, affect learning. (HTH)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

Assesses extent and nature of cutss made in the version of Shakespeare's "Romeo and Juliet" used in a 1980 Harcourt, Brace and World anthology. Suggests that rather than serving to shorten or clarify the play as claimed by the editor, cuts were actually made to clean up the text and eliminate any passages with a sexual connotation. (RBW)

Argues that in language development, children display a sustained and conscious effort to learn (L) words and expressions, assimilate (A) the language system, and acquire fluency (F) in using it to communicate. Maintains the same is true in literacy development. (FL)

Relies on a study of articles on agronomy and engineering to argue that teachers of technical style need to examine more closely the structures used by technical writers, particularly subordinate clauses that may be a means of distinguishing the "languages" of various technical disciplines. (EL)

Explains a technique for teaching proofreading to basic writing students that calls forth their inner competence with language and causes them to attend to what is actually written in order to find and correct manuscript errors. (EL)

Presents a series of 10 true-false statements pertaining to dialect, then discusses the correct answers. (FL)

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

Confirms the hypotheses that (1) males are expected to use more aggressive persuasive strategies and when they do not conform to such expectations, attitude change is inhibited; and (2) females are not expected to use such aggressive strategies and are penalized when they are the source of unexpectedly aggressive message strategies. (PD)

Offers a historical perspective on English instruction and suggests some modes of reintegrating communication skills and literature. (MM)

Details early twentieth century requirements for training secondary school English teachers--voice training and the study of English literature, literary history, literary criticism, and language study--and describes a suggested teacher education curriculum. (MM)

Discusses the differences in conversational structures and verbal strategies between languages and cultures and the teaching of such differences. The use of literary texts is advocated. (AM)

An analysis of the written compositions of German students (aged 16+, in their fourth or sixth year of English as a foreign language) with regard to their use of the progressive form. Four problem areas are enumerated, and it is suggested that these be included in pedagogic grammars. (KM)

Presents a grid for analyzing language learning materials based on certain sociolinguistic criteria. (CLK)

The reading program described in this lesson plan extends the study of Patrick Henry's "Give Me Liberty or Give Me Death" speech to demonstrate the ways Native Americans also resisted oppression through rhetoric. During five 50-minute lessons, students will: develop an awareness of both Native and non-Native movements to resist…