In discussing the significance of concrete and contextual support in bilingual education, this paper refers to psychological findings regarding the bilingual mind, effective strategies employed by teachers in a number of bilingual programs, and the impact emotional and/or cultural factors have on language. (EB)

The conversations recorded here between teachers in open classrooms concentrate on ways in which they helped children who were having difficulties adjusting to classroom life and work. Described are strategies used in dealing with specific difficulties in the areas of communication, mathematics, organization, language, and reading. (EB)

The Center for Urban Educational Studies is engaged in various primary school language projects, notably Second Language in the Primary School Project (SLIPP) and Reading Through Understanding (RTU). Discusses how these have affected language instruction in the multi-ethnic classroom. (Author/RK)

Examines the importance of understanding the way relations between teachers and children affect the development of learning environments and how classroom interaction may promote or retard learning. Describes how teaching styles depend on cultural contexts and examines successful and unsuccessful classrooms with examples from a variety of school…

Personal constructs of internally and externally oriented students were expected to engender different perceptions of teachers' use of behavior alteration techniques (BATs) in the classroom. Indicates that externally oriented students perceived more frequent BAT use by teachers than did internally oriented students, and that perceptions by…

Presents a hyperbolic scenario in which a ruthless writing teacher overlooks her young students' progress in other areas of writing and admonishes them because their penmanship is poor. (AEW)

A study of two teachers of deaf children demonstrated that eye gaze is an effective mechanism for regulating turn-taking in the classroom. Eye gaze signals were used to invite individual and group response, initiate action, communicate with a particular student, ask questions, and handle distractions or interruptions. (Author/CB)

A classroom-based study of communicative language practices of English as a second language teachers revealed the persistence of non-communicative patterns of interaction, while a follow-up study demonstrated that it was possible for teachers to foster more communicative language use. (Author/CB)

Maintains that the manner in which adult participants in early childhood programs create the verbal environment in the classroom dictates children's estimation of self-worth. Presents the characteristics of negative and positive verbal environments, the importance of a positive verbal environment, and steps for establishing a positive verbal…

This article examines the interactions which occur during several curricular activities to reveal the role expectations children develop. The ordinary social processes of the classroom through which the academic agenda is accomplished are examined. The meaning children and teachers ascribe to various activities is discussed. (JL)

Describes several classroom-oriented telecommunications activities for encouraging student writing and expanding their audience. States that electronic bulletin boards are useful in sending students timely responses to their writing assignments. Suggests possible resources (including the author's electronic mailbox number) to learn more about…

A study of gender differences in level of student participation in the law school classroom looked at the reasons for women's silence and the relationship of the professor's gender and language to student participation. Findings suggest the classroom environment, structure, and language exclude women or make them feel inferior. (MSE)

Law school professors have a responsibility to monitor student participation and silence in the classroom, to consider why some students are silent, and to examine their role in contributing to that silence. A variety of techniques are available to encourage participation. (MSE)

Reexamines category of teacher talk commonly called teacher disapproval. Presents expanded framework for examining behaviors in this category. Identifies and describes nine variations of teacher disapproval based on analysis of transcripts of interactions involving fourth, fifth, and sixth grade classroom Anglo, Hispanic, and Conservative Jewish…

Reports on dialogue journals as effective writing tasks which bridge the gap between spoken conversation and the traditional tasks of essay and report writing. Suggests that the use of dialogue journals improve classroom management and discipline, while creating an individual tutorial relationship of both an academic and personal nature. (MM)