Based on interviews with 40 Austrian primary school teachers, contends that equitable classroom practices result from beliefs and practices that are part of natural child discourse and are promoted by language learning. Recommends a new discourse of equity for teachers. Describes a project on language teaching based on the psycholinguistic…

Observes the activities and characteristics of Aboriginal children in an Aboriginal school and compares these to the culture shock and alienation experienced when they transfer to a mainstream school. Identifies five major stressors of culture shock as mechanical differences, communication, attitudes and beliefs, customs, and isolation. (MJP)