In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

Argues that video technology can provide a motivational tool for learning and practicing language arts skills. Describes the steps in a video production process as analogous to the steps in the writing process. (RS)

Argues that the purpose of school--of language and the language arts--is to empower children as public individuals, to give them tools to express their own visions of the world in the public arena. (RAE)

Answers some questions frequently asked by educators wishing to begin a Language Arts Reading Club (a group of educators meeting monthly to discuss common professional reading), such as how to get started, what to expect, and how to keep the club going. (SR)

Describes the evolution of the Teachers of English and Language Arts (TELA), a special interest group created in 1974 in affiliation with the Convention of American Instructors of the Deaf (CAID). Reviews the 10 biennial meetings held by TELA, as well as its relationship with CAID. (MDM)

Argues that, to develop a community of readers of literature, teachers must go beyond an approach to literature that merely treats it as an excuse for a comprehension skills lesson or a social studies exercise. Illustrates the argument with the children's book "Maniac Magee" by Jerry Spinelli. (SR)

Suggests that schools implementing a literature-based, holistic language arts philosophy must be ready to support it with inservice education. Describes program design, procedures to engage teacher interest, and inservice sessions that were part of a suburban Cleveland, Ohio school's program. Concludes that, if done properly, such programs enrich…

Explains how a teacher teaches to some of her students via television, how it has developed as a medium in a particular school, some of its distinct advantages, and some of the concerns with it. Gives a detailed picture of how the hardware affects the classroom situation. (TB)

Discusses innovative recent uses of CD ROM "multimedia books" and their implications for the "reading" experience. (SR)

Challenges traditional assumptions about the language arts curriculum. Suggests three alternative goals for language arts programs. Notes that these goals are designed to promote equity as espoused by the Jeffersonian ideal--teaching language and literacy in such a way that all people have an equal voice in a democracy. (RS)

Discusses the use of the curriculum package "Econ and Me" in teaching primary school children about economics. Explains that the program incorporates mathematics instruction and promotes language arts skills. Describes research indicating that primary school children's economics knowledge can improve through the use of "Econ and…

Argues that teachers must find ways to create a nurturing environment where feelings of self-worth are fostered and where intellectual curiosity and enjoyment of learning are developed. Contends that reading and writing should be taught in a way that fosters the development of autonomy in children. (MDM)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Describes beginning a unit on Shakespeare and his play "Henry V" by showing and discussing in class an episode from the television program "Star Trek: The Next Generation" called "The Defector," which opens with a scene from Henry V and makes allusions to the play throughout the episode. (SR)

Presents a synthesis of the responses of 13 researchers in the field of language and literacy to the theme of this issue. Discusses the varying perspectives on literature-based instruction, the effect of language empowerment, language knowledge and reading/writing achievement, social context and cognition, and technology and education. Notes the…