A limited attempt to teach and assess the ability of native English-speaking adolescents is described. The concern is not to teach more language but to encourage use of existing language in a formal interview with maximum flexibility and effectiveness. Possible ties into second language instruction are considered. (Author/MSE)

Investigates the inconsistencies of personal pronoun production both in production and between production and comprehension in a pronoun-reversing child. (EKN)

The communicative method of language instruction is compared with other, generalized methods currently used, in terms of content, the variety of forms taught to express the same thought, oral and written language, emphasis on form versus message content, the nonverbal element, and the teaching of language context. (MSE)

Responses of Chicano and Anglo high school students to the concepts of mother, father, female, and male indicated: (1) ethnic differences in ratings of father and male; (2) sex differences that crosscut ethnic lines; and (3) the importance of sociocultural variables in accounting for differences between Chicanos and Anglos. (CM)

Does not support the hypothesis that "sounding Black" predisposes White listeners to respond more negatively than "sounding White," regardless of content. Partially supports the hypothesis that "sounding Black" predisposes White listeners (1) to describe the speaker in stereotypic terms and (2) to respond negatively…

Based on an interview study of 138 kindergarten children, the data for the most part did not support Bernstein's ideas. Speech style indicators did not cluster into elaborated and restricted variants. Neither social control strategies nor school achievement scores were differentially related to elaborated and restricted variants. (PD)

Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)

Submits classroom research on students' recognition of cliches. Notes that many beginning writers are unfamiliar with many cliches. Suggests that teachers should be aware of students' limited language experiences and adjust their teaching methods accordingly. (RL)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)

Examines arguments in favor of the notion of dialect interference in writing; offers counterevidence and explores an alternative explanation for apparent dialect interference in writing. Concludes that pedagogies for teaching writing skills to native speakers of English that assume dialect interference are theoretically wrong, pedagogically…

Outlines a teaching unit based on the use of the telephone, with activities aimed at easing the difficulties experienced by foreign speakers. Among these difficulties are problems of comprehension due to the absence of visual clues, the use of special formulas, and the characteristic speed of delivery. (MES)

Significant because of deliberate attempts to manipulate the use of two languages in the instructional process, the role of language in the bilingual classroom has been studied from four main points of veiw, each of which is examined in terms of implications for bilingual education. (SB)

Discusses the learning of the language of the travel and hotel business in French, and presents some pertinent exercises. (AM)

Reports the preferences and attitudes held by English- speaking primary school children in Hawaii toward Hawaiian Creole English (HCE) and Standard English (SE). Findings indicated that, while those from a lower socioeconomic strata initially favored HCE, SE was preferred by all by the end of grade 2. (PMJ)

Presents a short piece of writing by an elementary school student; describes a process in which English teacher education students analyzed the writing, applied James Britton's language model to the text, and discussed possible teaching techniques to use with the student. (GT)