Replicates an earlier research attempt to determine the methods used to teach English in British secondary schools. (MH)

An analysis of differences in lexical usage among children of different socio-cultural milieux. This study uses other sociological and linguistic studies. It includes twenty-three tables, and presents in conclusion the results obtained, differentiation of the groups and the problems posed by isolation of only one variable. (Text is in French.)…

A description of a study whose object was to analyze the oral language used in class by nine-year-olds from varied socioeconomic backgrounds. The procedure, results and the linguistic characteristics according to situation are described. Several statistical tables are provided. (Text is in French.) (AMH)

Suggests that the traditional method of observing teachers and classrooms used by researchers should be abandoned. (Editor/RK)

This article discusses nonverbal communication in its relation to teaching of foreign languages. Nonverbal communication is defined, evaluated, and discussed in terms of function, teacher personality, training techniques, and class arrangements. (CHK)

Argues that verbal and non-verbal cues initiated by science teachers affect students' willingness to explore their own ideas. States that changes in such teacher behaviors are necessary before the conceptual changes sought in science education can occur. (AEM)

Presents a technique for second language instruction in which the teacher selects a magazine at random, dissects it, and conducts a classroom discussion of its content, style, format, and other characteristics. (MSE)

A teacher describes how she has incorporated oral assessment into her classroom. Having students comment on each other's work and extending classroom conversation are seen as ways to facilitate oral assessment. (PK)

Discusses the results of interviews with five non-theater majors taking an elective course in child drama. Concludes that individuals with different backgrounds in creative drama can bring a diversity of opinions and knowledge to a college-level methods course. (MM)

Utah State University's intensive Spanish program uses video simulations of real-life experiences as the basis for classroom instruction in lieu of following a textbook, allowing the class to become student-centered, rather than instructor-centered, through a problem-solving group endeavor. (Author/CB)

Demonstrates that there are different types of interaction in English-as-a-second-language classroom discourse, including "negotiating" and "non-negotiating" interaction which is similar to that in social exchanges in which meaning is negotiated between the interlocuters. (Author/CB)

Examines the manner in which environmental factors can be used to engage the interest, focus the attention, stimulate the involvement, and make learning easier for many urban school children. Advocates paying attention to the impact of the classroom physical environment on students, the role of verbal and nonverbal communication in teaching and…

Describes how humanist sociology informs the teaching and practice of social research in an undergraduate course. Includes a description of student research projects and teaching strategies which support a humanist sociological perspective. (JDH)

Reflects on the role of tradition in defining the nature of classrooms, schools, schooling, learning, and teaching. Argues that if schools really are for children, they should be organized in such a way that they facilitate learning rather than perpetuate tradition or make things easier for adults. (HTH)

Directs attention to the varieties of oral communication in the language classroom by discussing four aspects of this communication: (1) whether it is necessary or unnecessary; (2) whether it is obligatory or non-obligatory; (3) whether it is interesting or uninteresting; and (4) whether it is embarrassing or not. (SED)