The distinction between deep and surface levels of language; the intersection of learning theory and cognitive development; and the linguistic competence of the pre-literate child and the illiterate adult are highlighted. Author argues that T-G Grammar will be a powerful aid to recognizing and dealing with problems of mass literacy education.…

Paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana, based on a study supported in part by a University of Hawaii Curriculum Development Grant. (VM)

Research funded by a contract from the U.S. Office of Education to Rutgers University. (DS)

Speech given February 10, 1970, at the Hessisches Lehrerfortbildungswerk," Reinhardswaldschule. (DS)

In acknowledging the debt of language teaching to recent developments in linguistics, the author opposes the transformational grammarian's view that habit-forming drills and the creative use of language are diametrically opposed. (FWB)

The author questions the usefulness of the concepts of transformational generative grammar, especially as represented in Jacobs and Rosenbaum's "English Transformational Grammar, for the teacher of English as a Second Language. Paper presented at the TESOL Convention, Chicago, March 1969. (FWB)

After suggesting that instructional strategists should concern themselves with the problems of maximizing positive transfer, of representing language in all its modes, and of stressing the purposive character of language behavior, this article presents a schema for teaching a point of language structure which takes these factors into account. (FB)

Surveys some of the principal theories and methodologies in second language instruction. (EKN)

The author makes a case for teaching traditional prescriptive grammar for 10 weeks at the beginning of the tenth grade. (JM)