Argues that doublespeak is more than just semantics, since words embody modes of perception. Explains how English teachers can help expose and eradicate doublespeak. (FL)

Examined the conversations of preschool children as they completed two different tasks--a picture making task and a doll playing task. Concludes that the children's speech was primarily task-focused and that the rate of speech varied with task. (FL)

Discusses the work of Blake and how it situates the author in thinking about literary criticism and theory and how it affects his teaching. (SRT)

Expands and develops the theory of "ser" and "estar" with predicate adjectives which was first presented in "Hispania" in May 1983. This theory holds that the selection of "ser" or "estar" in constructions with predicate adjectives expresses different types of implied comparisons. (SED)

Much of the writing and speaking of academic administrators is too long, convoluted, full of qualifiers, and slow to get to the point. While academe may be full of imprecisions, the task of its leaders is to illuminate it, not obscure it. (MSE)

Explores three current approaches to describing what happens to basic writers when they enter college. Seeks a more comprehensive approach that takes into account the differences in dialect, discourse conventions, and ways of thinking, through the notion of a language community, and W. Perry's developmental model. (HTH)

A 30-item scale was developed to identify Hispanic acculturation level by assessing Spanish usage by 92 Chicano fourth-grade children and significant others. Reported Spanish usage by grandparents, parents, and children were significantly different. Scale reliability was .92. Validity rs were .50 with a bilingual scale and .58 with SES. (Author/DC)

Multiculturalism is a historical condition in Scotland. The country's identity is ambiguous, but Scotland could come to understand its own identity better by developing its own international understanding and by understanding the pluralism of its own society, past and present. (MSE)

Describes a study to examine the changes that take place in the form and types of discussions about the past as two young, Spanish-speaking girls moved from elicited routines to spontaneous and novel conversations about their past experiences. (HTH)

Describes three experiments that explored the informational roles of emphasis and word order in active sentences. The results, when considered together, strongly implicate recentness, but not emphasis, as an important means of linking temporally contiguous sentences. (HTH)

Shows how language arts teachers can help the language building strategies of children by providing creative drama activities to allow them to use a range of strategies in appropriate ways. (EL)

Describes several kinds of word puzzles, including anagrams, content-area puzzles, graphic puzzles, palindrome puzzles, and rhyming riddles. (FL)

Expands upon a previous study of the gender of Spanish nouns which indicated that feminine gender nouns typically end in unstressed -is, while other -s words are presumed masculine, with the most common masculine gender markers being -l, -o, -n, -e, and -r. (SL)

Argues that teaching for poetic thought develops not only poets and lovers of poetry, but also readers, dreamers, and doers. Offers suggestions on how it is done.(FL)

Describes calls to a grammar hot line about usage, grammar, spelling, and punctuation. Concludes that many people besides educators and professional writers care about exact and accurate language usage. (EL)