The article discusses various techniques which teachers can use to foster student assertiveness. (NQ)

Examines the two sources of pressure in the movement toward communication for education at the 1)national level including both federal and professional and 2)at the "grass roots" level from teachers themselves. (MH)

Reviews research regarding the role of correction feedback in second-language acquisition, exploring why, what, and how language should be corrected and who should correct language. (Author/CB)

Communication is the process by which all the pieces of the living world find their relationships to the other pieces to form larger wholes and to enable the living world to grow, adapt, and survive. This article explores cooperation, as it refers to the matter of sharing communication in groups. (CB)

While writers often transcend issues of class, poverty, and privation, the "practice" of instruction in creative nonfiction "classes" may encourage an all-too-real sense of entitlement. Writing in the comfortable spaces of a liberal arts college may suggest that all writers have the same advantages, that all reflective inquiry (like all…

In this paper I use situated and socio-cultural perspective (Gee, 1996 & 1999) to examine descriptions of mathematical discourse and an example of student talk in a mathematics classroom. Using this example, I discuss how the distinction between everyday and mathematical discourse can help or hinder us in hearing the mathematical content in…

Suggestions for improving the affective climate of the classroom. (Author)

Examines the criteria which must be met for an explanation given to an elementary school student to be considered satisfactory. Types of explanations described are descriptive, prescriptive, aesthetic, and analytic. Criteria include suitability to content and the explanation's relationship with the student's previous knowledge level. (AM)

This review of "The Language of Teaching" (Edwards and Furlong, 1978) suggests that its most valuable contribution is to the further development of sociolinguistic research in classrooms and to the advancement of sociological analysis of education. The book reports the author's investigation of patterns of classroom communication and language…

Outlines a four step plan (Model, Assess, Prepare, and Practice) to improve students' listening attitudes and skills, primarily through teacher modeling. (Author/SJL)

Teachers' speech is discussed abstractly in terms of teaching moves reflecting decisions about verbal actions germane to immediate context, and sample exchanges between students and teachers are given. (Author/LH)

Reports on observations of classrooms serving Native American students and offers conclusions concerning the type of classroom setting and language arts program most likely to optimize the linguistic development of the students. (DD)

An interview with Michael Stubbs, lecturer in linguistics at the University of Nottingham, regarding the sociolinguistics of the classroom. (DD)

Discusses three types of student-constructed responses that use expressive rather than receptive modes of communication. These types are constructing questions given some information, constructing word problems for peers, and asking questions related to a problem. (MKR)