Rability of acquiring good English" as using it to forge the very chains he wrote the play to break." (Author/RD)

Maintains that while the dialects of English are . . . more similar in their abstract phonological systems than in their actual habits or pronunciation, there are systematic differences among them which must be recognized if the best possible spelling materials are to be developed." (Author/RD)

Critically analyzes Teaching Black Children To Read" (Washington, D. C.: Center for Applied Linguistics, 1969), edited by Joan C. Baratz and Roger W. Shuy. (Author/SW)

The underlying thesis of this article is that Nonstandard Negro English differs in its deep structure from Standard English. (Author/FWB)

The theory of the lexical bar is introduced, based on research in England and Australia. A semantic barrier exists in the English lexicon, separating the lexes of conservative peripheral dialects from those of dominant central dialects, producing differential educational attainment, and reproducing class-based division of labor. (MSE)

The extent of differences noted between adult phonologies of Black English and standard American English were less evident in emerging phonologies since unique error types were not exclusively characteristic of either group. Findings have implications for articulation testing of Black English-speaking children who have acquired their adult…

Examines whether linguistic clues of social status can be detected and are significant across cultures. (EKN)

Identifies and critiques a sociolinguistic theory which holds that where inequality of wealth is marked by speech differences, women of the poorer group will be more eager and likely than men to adopt the speech characteristic of the richer group. Found that the theory does not hold with second language learning. (Author/GC)

Traces the history of the controversy about teaching Black children standard English. Argues that all students need to learn standard English, regardless of home environment, parental education, or racial background. (RL)

Examines research concerning the relationship between Black vernacular English and reading and writing. Makes recommendations for future research. (HTH)

The African concept of time is reinterpreted, emphasizing aspect rather than tense. Examples are taken from Black English. (MC)

Describes interferences from the phonologic system of Arabic in the French spoken by Arabs, using data recorded in the works of French authors from the Maghreb region. The analysis focuses on instances of interference concerning the perception and production of vowels, consonants, and syllables. (MES)

Three instructional strategies for teaching nonstandard English speakers are discussed. It is explained that language programs which fail to take into account the linguistic characteristics of native Indian learners may be one of the reasons Indian students often perform poorly on language related school tasks. (Author/PHR)