Four episodes are described to illustrate the language of elementary school children. Each episode supports a generalization characteristic of the language of children of elementary school age. (CM)

This paper describes a form of teacher-student interaction, incidental teaching, which works to elaborate oral language within everyday classroom activities. The research basis of the methodology, an overview of the method of incidental teaching, and examples of its applications for the classroom are given. (Author/AM)

The usefulness of the Thematic and Structural Analysis technique for analyzing teacher-pupil dialogue is assessed. (GW)

Contends that communication apprehension in the classroom results in reduced student communication and significantly reduced learning as measured by grades, overall average, and standardized achievement tests. (MH)

Reports on how children talking together in an organized way in the classroom can help them become coherent, competent, and confident communicators. (SRT)

The study generated a list of the 1000 most frequently used words by teachers of hearing impaired children in six primary grade classes. Results have implications for real time captioning systems of communication. An alphabetical list and a list ordered by frequency of use are appended. (DB)

Focusing on the alternation of languages in a bilingual classroom, a conceptual framework is discussed that utilizes the teacher's communication competence. Language alternation on the part of the teacher and the student is an active process of negotiation, creating a high level of linguistic and social exchange. (SLD)

Claims that encouraging children to act cooperatively instead of competitively can make learning a positive experience for the majority of students. Suggests activities which encourage this shift. (JK)

Provides a series of sequential questioning exercises to help students grasp the different kinds of questions used in the classroom, and understand how the appropriate answers differ from one another. (HTH)

Reviews Berstein's and Atkinson's position that there is a radical discontinuity between the modes of communication which predominate in schools and those to which many students are accustomed. Questions Berstein's assumption that school language "codes" can be openly challenged by pupils who wish to alter a body of received knowledge.…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Learning in classrooms occurs through and is embedded in the interpersonal communication between teachers and students and among students. Classroom communication is negotiated by teachers and students as they act and react to each other through their verbal and nonverbal behavior. (CB)

A sample of 280 undergraduate students were selected for a study to determine the effect of tendentious and nontendentious humor in college first lecture presentations on students' perceptions of classroom communicative climate. Findings are discussed. (MT)

Suggests that effective communication between teacher and students will help eliminate and deter behavioral problems. Discusses such strategies as keeping pace with the student, redefining behavior, and using presuppositions with connectives to help achieve this goal. (DH)

This article examines major trends in research on the teaching process, emphasizing two models for studying classroom interactions--process-product and descriptive. Also discussed is interpersonal interaction as it is studied in social psychology. (CB)