Author criticizes the neglect of semantics in the teaching of English and in the training of English teachers; he states that semantics is at least as important as grammar in teaching communication. (SP)

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)

Presents a series of four experiments which take the children along the same path that the development of written and oral language may have taken. (Author)

Study supported by grants from Brown University, American Philosophical Society, American Council of Learned Societies, and the Social Science Research Council. (DS)

While an aroused public applauds the exposure of civic corruption and environmental pollution, neither the public at large nor officialdom has any concern with the corruption and pollution of language except to contribute to it. (Author)

A demonstration and discussion of the use of improvisational dramatics in teaching English. The author provides some ground rules for this method and suggests projects, including the improvisation of scenes from novels. (JB)

After distinguishing between interpersonal communication and public speaking, the author argues that interpersonal communication has emerged because we are living in an age of changing values, myths and symbols. These changes create anxiety, which in turn creates a need for therapy. (Editor)

Described is a program of hearing therapy for children whose hearing losses are detected in infancy. Residual hearing is utilized and speech is taught through the auditory sense. (KW)

Presidential Address, Speech Communication Association (New Orleans, December 1970). (Editor/RD)

Current tests used to measure the ability of M. D. candidates are as valid as can be expected. It is planned to improve the reliability of these tests by better selection and orientation of examiners. (CK)