Described is an activity center for independent study designed to create in students an awareness of the colorful background of the English language while increasing their vocabularies and enhancing their knowledge of other countries. Activities focus on six countries: Italy, France, Ireland, Holland, Spain, and England. (Author/KC)

Studies the simultaneous language development in American Sign Language and spoken English by a hearing girl. Findings show: (1) a mixture of oral and manual babbling, (2) a code-switching ability across modalities, and (3) a single syntactic system incorporating rules from both languages but with two separate lexicons. (Author/PJM)

Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…

Suggests that nonfictive writing typically employs a vocabulary different from that used in works of fiction. Characterizes the vocabulary of essays, asserts that students are usually not given enough assistance in acquiring such vocabulary, and offers steps for giving students help in acquiring the vocabulary of essays. (RL)

A number of classroom environmental experiences are presented: indoor and outdoor listening, observation, classification, vocabulary, and role playing. The experiences are outside the realm of science and are adaptable to various grade levels. (Author/SJL)

Describes a teaching method for vocabulary development based on word formation by means of affixes. Discusses inflectional and derivational suffixes, prefixes, and their meaning. Offers examples of practice materials and of receptive and productive tests. (MES)

Practical suggestions from teachers include activities for defining new English words, using free association and writing, stocking the sustained silent reading library, and using the compare/contrast strategy for word recognition. (MKM)

Describes how an elementary teacher can plan and manage directed reading, including selecting appropriate children's books, preparing a reading guidesheet for each, and conducting conferences with each student to reinforce reading comprehension and vocabulary development. (SJL)

Contains brief contributions from teachers dealing with the following topics: (1) skills needed to teach reading, (2) mastery learning, (3) language skill development, (4) book making, (5) the "walking/talking" rule, (6) oral reading activities. (FL)

Reading, vocabulary enlargement, and the cause and effect essay are stressed as activities students can pursue on their own to improve their writing. (HTH)

Explains the rationale behind freshman English course assignments in writing, a rationale based on conclusions of three research projects that relate to the writing process. (MKM)

Discusses some practical ways in which mail-order catalogues may be used in teaching English as a second language in order to promote vocabulary acquisition, induce cultural awareness, and encourage conversation in English. (Author/CFM)

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)

Provides several suggestions for introducing a note of humor into the French classroom while at the same time providing writing practice. Suggestions are based on primary source materials, such as newspaper ads, advice columns, graffiti, popular literature, crossword puzzles, etc. (AM)

The procedures used in planning and writing a primary reading program designed specifically for visually handicapped students who will use braille as their reading medium are described. The selection of a vocabulary, including a list of categories such as alphabet abbreviations, is discussed. Teaching methodology and the basis for the design of…