The history of public policy concerning Cajun French instruction in Louisiana is reviewed, and the prospects for regeneration of the language in the state's schools are examined. (MSE)

Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)

This study explores the relationship between Black English skills acquired outside school and figurative language comprehension in standard English. Path analysis confirmed the direct influence of "sounding" skill (a Black language ability) on figurative language, comprehension for Black youth. Only general verbal ability affected White…

Examined cultural and instructional influences on comprehension of figurative language ("sounding") by elementary school children in Harlem and studied effects of a program of creative writing instruction provided by visiting writers. Concludes that special instruction tended to improve figurative language comprehension of children and…

This article presents an analysis of errors found in writing samples produced by Black children in urban schools. Errors influenced by Black-English oral usage, hypercorrections, and morphologic errors influenced by Black-English speech patterns are focused upon. (Author/DF)

Reexamines the persistent reading failure of black students in light of current research in an effort to encourage new efforts to discover the real cause or causes of the problem and to provide solutions. (FL)

This issue includes the following articles: "A Multi-Modal Analysis of Anaphora and Ellipsis" (Gerhard Jager); "Amount Quantification, Referentiality, and Long Wh-Movement" (Anthony Kroch); "Valency in Kannada: Evidence for Interpretive Morphology" (Jeffrey Lidz); "Vietnamese 'Morphology' and the Definition of…

Revised version of a paper presented at the Wisconsin Symposium on Linguistic Perspectives on Black English, University of Wisconsin, Madison, Wisconsin, May 1970. Special issue on Black Dialect: Historical and Descriptive Issues'' edited by William A. Stewart. (RS)

The goal of instruction in standard spoken usage should not be to modify the student's language behavior by rejecting his nonstandard dialect, but to work with him to expand his competencies on the base of his present linguistic competence. (JM)

An exposition and refutation of two writers taken as representative of those accusing linguists who support the teaching of Standard English as a second language of covert racism. (JM)

Reports research indicating the inability of teachers and administrators not sharing the social and verbal meanings of blacks to communicate with the latter. An instrument designed to measure knowledge about general subject matter is described. (JM)