Presents the results of a one-year longitudinal analysis of the interlanguage of an adult acquiring English without formal instruction. Observations of the form-function relationships in the early interlanguage are included as well as the ways these relationships change over the 12 months of the study. (SL)

Author considers relationship between linguistics and language teaching in reference to how linguistics can provide information (grammar, error analysis, acceptable deviations, standard performance, semantic theory, and test measurements) for language teacher. With a good linguistic background, the teacher is in a position to assess implications…

Examines one aspect of communicative competence: the recognition of linguistic correlates of sex roles. Acquisition occurred according to 2 patterns: (1) increasing approximation to adult norms, and (2) rule learning and rule differentiation. Timing of these developmental sequences is discussed. (GO)

Considers four linguistic assumptions which bear on any multidialectal teaching situation: There is no single monolithic Standard English in the United States, a given native speaker is not structurally or linguistically deficient, differences among dialects are superficial, and the matter of dialects is one of social status. (RB)

Indicates a strong relationship between the various aspects of language proficiency and social class and race and discusses the complex relationships among aspects of language proficiency. (RB)

After delineating phonological and syntactic characteristics of black English, the authors present a review of comparative studies and conclude that a dialect exists among lower-class black children. That no standardized tests have been developed for use with speakers of the dialect poses a problem for educators. The authors conclude that the use…

Discusses some of the problems and subtle discrimination facing Spanish-American students in schools in the southwestern United States. (TO)

Special issue on "Changing Linguistics." (DD)

Article considers the motivation for perceptual recognition and cognition in evaluating the reasons for reading difficulties of children. (RK)

Articulates the position of linquists who believe that the school system must adapt to the language and learning styles of the majority in the inner city schools. (DM)

Questions the value of teaching grammar to children on theoretical and practical grounds, and proposes an emphasis on teaching usage in varied communication situations. (RN)

Results suggest that modeling can indeed affect the complexity of children's sentences even in the absence of reinforcement or instructions of imitate. (Authors)

Reviews the place of behavioral objectives in the foreign language curriculum. Paper delivered as part of a debate on Behavioral Objectives: Pro and Con" held on November 26, 1971, in Chicago, Illinois, at the Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL). (DS)