Considers the acquisition of native language and foreign language as complementary aspects of one basic cognitive-affective schema, interacting and conflicting with each other in a variety of ways. In addition, an illumination of the psychological processes impinging on one can shed light, in a reciprocal way, on the other. (SL)

Attempts to characterize the process of first language acquisition by children. Suggests that language learning involves the acquisition of both language knowledge and language behavior, hence of the internalized representations underlying linguistic competence and also the ability to deploy this knowledge in interpreting and speaking the language…

Examines theories concerning the role of public education and proposes an attitudinal approach to teaching that recognizes the dynamic state of society, the need for a technologically aware citizenry, and the exponential growth in knowledge. Suggests a new teaching emphasis on how to think instead of what to think and applies this emphasis to…

Explores ERIC materials on various theories of language development and their implications for vocabulary development in classroom settings. Provides suggestions for enriching the school language environment to promote vocabulary growth. (HTH)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

A longitudinal study revealed that 14 normal and 29 specifically language impaired (SLI) four to eight year-olds developed skills in receptive and expressive language and speech articulation over the three to four years between evaluations. However, SLI subjects developed at a slower rate and the majority of them manifested reading impairment at…

Examines several approaches to vocabulary development that are alternatives to direct vocabulary instruction. (AEA)

Concludes that by grade four children have mastered the basic intrasentential use of both "but" and "although." Adds that not even by grade eight do children display knowledge of the intersentential rule of focus governing adult use of these conjunctions. (FL)

The article covers the following areas: language acquisition, development, and disorders in bilingual individuals; instruments to assess first- and second-language skills of bilingual students; determination of a language disorder in a bilingual population; and intervention techniques such as the author's experience working with Puerto Rican and…

Discusses current learning theories, indicating that though many psychologists and ethologists now agree on using a mechanistic approach, some linguists doubt its adequacy. Implications of research on the mollusk "Aplasia" to understand the learning process are included. (JN)

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (FL)

Canada's heritage language experience (in which a child learns the language belonging to his or her ethnocultural heritage) facilitates learning of the majority languages, benefits cognitive development and academic performance, and promotes positive ethnocultural attitudes. (CMG)

Discusses how the concept of "scaffolding," adult support of children's attempts to achieve an intended language outcome, has been somewhat misused in the schools, resulting in the support of the teacher's intentions rather than those of the child. (HTH)

Describes a three-month study of literacy development in the home and in nursery school. Discusses the results, which indicated that children engage in literacy events far more at home than at school, and offers classroom suggestions for narrowing this discrepency. (HTH)

Interviews two teacher researchers who offer their reflections on the college teacher educator's role in helping classroom teachers take control of their own learning. The two suggest that teacher educators must help classroom teachers clarify their beliefs about language learning so they can become better observers of children's language…