Stresses the importance for language learning of ordinary and familiar situations that bring about dialog between teacher and children. Emphasizes an environment for language learning that is stimulating for the children and that enriches and enhances the linguistic skills they already possess while increasing their expressive skills. (FL)

The idea that an individual's basic perceptions and experiences can create a resistance to learning is applied to native and second language instruction. It is suggested that general pedagogy and language pedagogy be decompartmentalized and, similarly, that native and second language instruction be decompartmentalized to expose their commonality…

It is proposed that language programs be better organized to coordinate instruction, experiences, and materials among the various languages taught, and that applied linguistics can provide the common denominator both in teacher education and for students to develop competence in more than one language. (MSE)

When asked to judge as correct or incorrect three categories of sentences (those with errors similar to their own patterns, those with common "baby errors," and correct sentences), four-year-olds made significantly fewer corrections of errors similar to their own, suggesting that children learn their own errors. (MSE)

Discusses three language concepts which require urgent attention of social studies teachers. Students need practice in processing the ideas of the social sciences. More attention needs to be directed to teaching the vocabulary of the social studies. Building a background of basic knowledge in social studies is essential. (RM)

Examines mothers' and fathers' speech for similarities and differences as expressed in four categories of messages to their preschool daughters and sons: plans, strategies, symbolic play utterances, and extrasituational references. (MP)

This study lends support to the modes of speech continuum and points to a relationship between linguistic and communicative competence. Results indicated that communicative competence of preschoolers increased with age and suggested a hierarchy from context-centered through topic-centered probes. Correlations with linguistic competence indicated…

Examines the interaction between a preschool girl and her father during story reading time. Argues that such observations can lead to an understanding of ways in which children become more mature readers-thinkers and enable teachers to match reading expectations to the students' reading level. (HTH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)