Authors believe that the best immediate contribution of systematic language study would be to sweep away the morass of simple ignorance in which literacy is now caught, the elaborate folklore that prevails in language matters. (Authors/MB)

Author presents a high school English curriculum resulting from a definition of English as the study of language...from perception through thinking and feeling; 20 courses are described. (Author/SP)

"The American College Dictionary, "Funk and Wagnalls Standard College Dictionary," Webster's New World Dictionary of the American Language," The Random House Dictionary of the English Language," and Webster's Seventh New Collegiate Dictionary" are analyzed and ranked as to their usefulness for the foreign learner of English. (FWB)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

Most students believe that academic materials are styled with economy, clarity, and objectivity and must therefore be to some degree dull, difficult, and unimaginative. One must simply know how to read the signs to discover the passion, emotion, and conflict of academic writing. (Author/DR)

Presents examples of language pollution fostered by mass media which ignore distinctions in language and warns that this can weaken the general feeling for the nature of English. (MB)

In dealing with the differences between the school and non-school language of Black children, the author uses a contingency grammar," which considers all speakers of a language to have the identical linguistics competence but includes a level of systematic performance" to account for dialectal and other systematic differences. (FB)