Illustrates the necessity of viewing formal language instruction in terms of both intercultural and intracultural encounters. An examination of examples of cultural interactions occurring in an English as a second language classroom at the University of Guam points out the overall importance of the roles of culture. (Author/CB)

A literature-based cognitive developmental approach to learning and instruction in mainstreamed settings is presented. The approach considers children with learning disabilities to be ineffective and inactive learners, and focuses on addressing learning skills for all children and emphasizing mutual support and communication within the classroom.…

The roles and responsibilities of educational interpreters for children with hearing impairments at the elementary and secondary levels are delineated, and a paradigm for allocating interpreters' time to diverse duties is presented. (MSE)

Techniques used in dramatics are proposed as a means of opening up students' self-expression and improving linguistic production in the language class. Specific approaches and activities are described. (MSE)

Focuses on reading instruction to assess the role of language arts instruction in homogeneous societies of recent decades. Uses this assessment to explore the changes that future pluralistic societies will require. Asserts that to accommodate a pluralistic society, classroom structure, communication, and organization must use language for…

Reviews the literature for empirical support of the use of humor in classroom teaching. Concludes that the judicious use of humor by a teacher can facilitate student learning, and offers guidelines for its use. (FMW)

Describes a method to chart a teacher's visual contact with students in the classroom. Reports that this approach helps teachers locate students who needed to become more involved in classroom participation. (RS)

Argues that "talk around the edges," informal exchanges between children in the classroom, are important moments for the enhancement of language facility, at least as important as formal language lessons. Provides approaches to incorporating "talk around the edges" or talk much like "talk around the edges" into lessons. (TB)

A technique for provoking thought and discussion about a new subject in the college classroom involves having each student write facts they know about the subject on an index card, then reading cards at random to begin discussion. Content of the cards reveals significant concepts, concerns, and misinformation helpful in approaching the topic. (MSE)

Examines how students in a bilingual third-grade classroom coconstruct knowledge through oral and written discourse. Explains that, by analyzing the various interactional patterns of the class, the multiple opportunities for learning become visible. Demonstrates how a group of students achieved the common task of writing a "planet story." (PA)

Examines the roles and relationships involved as a first-grade teacher and her students built a classroom community that supported the children's acquisition of literacy. Shows how the teacher helped the children and how she got out of their way to allow them to take control of their own learning and curriculum. (SR)

Describes the use of formal writing and speaking in upper level geometry and analysis courses. Includes student journals, students reviewing written proofs with a student writing associate, and simulated conferences. Includes a 16-item list of possible topics. (Author/MKR)

Proposes that the writing of proofs in geometry class can be a vehicle for attaining the goals of problem solving, reasoning, and communication in the mathematics classroom. Presents a student-teacher dialogue illustrating this process. (11 references) (MKR)

This article examines Vygotsky's and Bakhtin's work as it relates to moral reflection. A sociocultural approach based on Vygotsky's and Bakhtin's work provides the theoretical underpinnings for engaging children in authentic, critical, and reflective discourse. It is through such communicative exchanges that teachers help children develop…

Describes how classroom quality circles can empower students to take a more active role in the teaching/learning process. (SR)