Paper presented at the TESOL Convention, February 28, 1972, in Washington, D.C. (VM)

Demonstrates the need for cultural relativity in avoiding stereotyped reactions to the language of the lower-class black child. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. The central portion of this essay is part of the opening argument of the author's forthcoming book…

Report of research findings on productive language differences in beginning fifth grade Black children living in Philadelphia, as evidenced by their use of nonstandard syntactic forms in both speech and writing. (RB)

A major problem in testing the auditory discrimination of disadvantaged youth is their lack of contact with standard dialect, which results in their failure to make categorizations made by standard speakers. (JM)

A preprint from a forthcoming pamphlet of the National Conference on Research in English. (Editor/RD)

States that the teacher of students with differing dialects should start by accepting the students and their speech; a paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor/SW)

An argument against delaying reading instruction for Negro children. (RD)

An examination of ERIC documents pertinent to this topic; a preprint from a forthcoming publication of the National Conference on Research in English. (Editor/RD)

Paper presented at the Third Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL) on November 29, 1969 in New Orleans, Louisiana. (DS)

The paradox inherent in a situation in which the need for political unification requires submersion of authentic local or subregional differences is illustrated by the case of Occitania (southern France), where a community is culturally and linguistically removed from the center of a movement intending to represent it. (MSE)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Presents results of a survey on the content, organization, staffing, participants, and perceived effectiveness of 14 bidialectal language arts programs (those that use a child's indigenous dialect in the instructional process, usually to demonstrate contrasts with standard English). Suggests that more guidelines for developing and evaluating such…