Paper presented before the Indiana University Linguistics Club on May 13, 1971, in Bloomington, Indiana. (VM)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)

Expresses concern that teaching techniques intended to promote "creativity,""personal growth," and first-hand experiencing might not provide sufficient structure for children's progressive language development. (RD)

Second language teaching in Germany, as described in this article, follows the "moderate direct method" and has the principle aim of enabling the students to express their own ideas in the foreign language. (FWB)

Emphasizes the importance of students' vocabulary development in content areas and the responsibility of all teachers to provide such instruction. (RW)

Explains how a teaching strategy using toys can develop verbal skills in young children. (DR)

Three activities designed to increase the reading, writing, and vocabulary levels of hearing impaired students (elementary through middle school level) are described. Activities focus on such tasks as recognizing similar attributes among objects, using comic books to understand story elements, and constructing definitions after reading and…

Examines strategies a reader of a foreign language uses to identify unknown words in context and if there is a hierarchy of application. Includes recommendations concerning foreign language acquisition skills which will allow the foreign language student to possess vocabulary independently. (EKN)

Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…

Exercises with numbers designed to hold the interest of a heterogeneous group of adult students are described. They include games about age, counting, and cards. Meaningful content and active, interested participation are features of the techniques. (MSE)