Traces scholarly constructions of basic writers' identities. Asks what those students who are labeled basic writers are accomplishing in their speech and writing. Offers a speculative model for analyzing basic writing student discourse. Uses that model to examine the language used in a basic writing classroom. Reviews the implications of such work…

Discusses the use of sexist expression by men against women in a school context, both in the classroom and on school grounds. Includes discourse ranging from direct intimidation or harassment to utterances that, though derogatory, are statements of an ideology or a point of view. (KEH)

Examines students' questioning behavior in the college communication classrooms. Finds that (1) male teachers receive more questions than female teachers; (2) female students ask fewer questions than male students in courses taught by males; and (3) self-reported masculinity is associated with a greater likelihood of asking questions. (KEH)

Discusses specific problems (arising in the context of a writing center visit) that writing assignments have caused students. Considers problems in teachers communicating objectives with students, unspecific teacher comments on students' papers, lack of examples for the writing assignment, overemphasis on grammatical correctness, unspecified…

Describes a course in modern British literature in which the students developed their own reading list by conferring with the instructor. Notes success in making students active participants in the course. (RS)

It is argued that the concept of genre-based language teaching is both useful in the first language and also in the second- and foreign language classroom. The theoretical basis for the concept of genre is also outlined. (60 references) (GLR)

Uses a letter format to create a dialogue regarding the practice of a critical pedagogy in the college classroom. Asserts the importance of acknowledging different dialogical spaces occupied by men and women resulting from the power differential; fundamental differences in the way they each perceive themselves; and the different social treatment…

A two-year research and faculty development project at Gallaudet University examined professor-student interactions and developed and implemented a faculty development model designed to promote equitable and effective teacher-student classroom interaction. The research design, training model, and results of the investigation are discussed.…

The article considers whether young deaf children of hearing parents should learn American Sign Language (ASL) as their first language and whether teachers in day high school programs should use manual communication. It concludes that, because ASL is the key to deaf culture, it should be used by parents and teachers. (DB)

An accounting professor stresses the value of the student-faculty relationship and a number of nonacademic factors, such as involvement in student life and the comfort of the faculty office, in developing an environment in which students want to learn and enjoy what they are studying. (MSE)

Reviews 2 studies of verbal interactions of early childhood teachers from 30 preschools and their 4-year-old students. Linguistically advantaged children, particularly those from lower-class backgrounds, benefited from regular attendance at preschool. (RJC)

Describes the development of the University of Washington's Center for Instructional Development and Research, highlighting the interface between communication and instruction. Provides examples of the application of communication concepts that influence daily operations, permeate instructional development activity, and provide a foundation for…

Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

In literature instruction, a log notebook can help cultivate a critical consciousness through dialogical exercises involving the student's personal ongoing questioning, responding, rereading, reformulating, or revising earlier assignments. Sequences writing assignments can be used to stimulate dialectical thinking and writing. (MSE)

Analyzes extracts of classroom discourse involving teachers and groups of nine-year-olds in terms of what they reveal about the establishment of shared knowledge between teacher and students. Identifies this shared knowledge with the discourse "context," focusing on how classroom events are recalled and reconstructed. (MM)