Several important principles of second dialect teaching are discussed and a scheme for a twelve week program in teaching English as a second dialect is presented. Part one of this article appeared in "English Language Teaching" v22 n3 May 1968. (FWB)

The McCaig article appears in this issue, pp. 612-18. (RD)

Discusses the relationship of understatement and overstatement to the British personality. (FB)

Investigates the role of accent in attributing guilt to persons accused of a crime. A 3x3 repeated-measures design required three groups to rate three accents (Received British Pronunciation, Broad Australian, Asian) on their probability of having committed a particular crime (embezzlement, damage to property, violence against a person). Results…

Discusses teaching students to be sensitive to the nuances of word choice, intonation patterns, slang, and grammatical deviations in a second language. Suggests some classroom techniques to develop this awareness. (EKN)

Examines the alleged role of the BBC in the selection, codification, propagation, and acceptance process of Educated Southern English in Britain. (EKN)

Hails the vitality of the French language in the Quebec region as it manifests itself through advertisements, from political slogans to storefront signs. Discusses the relationship between the language of the Quebecois and their culture, and offers an effective visual commentary through numerous illustrations. (MES)

Provides evidence that in producing voiceless stops in terms of voice-onset-time values, children first overshoot adult values and then only gradually draw back toward adult values. (Author/RL)

Examines one student's individual "language system." Shows the task of teaching literacy to be to help students become aware of the unique shape of their language systems and gradually to increase command of it by disclosing the connections between its daily use and underlying psychological motivations. (HTH)

Observes that college students seem to produce a very pure form of epideictic discourse, an Aristotelian mode appropriate to speeches before the general public. Considers the implications of this observation, why teachers should understand college students' fascination with the epideictic, and how teachers can show them its appropriate and…

Demonstrates key concepts of transformational generative grammar that can be applied to a discussion of the composing process. Discusses relevant linguistic concepts and selected transformational processes to illustrate how writers achieve certain effects. (RL)

Describes differences between colloquial and literary pronunciation of Hainan. (AM)

Clive comments on the literary power of Karl Marx (The Eighteenth Brumaire of Louis Napoleon), Alexis de Tocqueville (The Old Regime and the Revolution), Thomas Carlyle (French Revolution), and Jakob Burkhardt (The Civilization of the Renaissance in Italy); and notes Macaulay's sensitivity to the "public mind" (History of England). (SJL)

Reviews the grammatical, semantic, and stylistic difficulties in translating English passive constructions into French. (AM)