The 53 teaching strategies accompanying the 10 performance objectives in this guide for grades kindergarten through 12 focus on specific kinds of oral language. Each of the objectives is designed so that after the completion of the program students will be able to (1) use appropriate levels of language for given situations; (2) present both…

Offers four suggestions for creating a classroom with a suportive, stimulating, and language-conducive environment. (HOD)

Analysis of the literature of second language learning as applied to language laboratory use suggests that the emphasis be placed on listening comprehension prior to and independent of productive oral use of the target language, both to establish comprehension and to sustain student motivation. (MSE)

Provides several types of prereading activities that combine into one strategy stressing vocabulary, oral language development, and prediction. (FL)

Among the techniques used by successful teacher-writers such as Herbert Kohl, Phillip Lopate, and James Herndon in teaching writing are the use of extensive speaking activities, the accommodation of different writing habits, the admission that writing is difficult, and the use of varied media. (ET)

Discusses research on language development and the conditions that facilitate and inhibit language learning; discusses the basal reader approach to language development and proposes spontaneous talk as an alternative format for teacher/student interaction and language development. (HOD)

Four class activities for French language instruction are described, including a crossword puzzle exercise emphasizing French culture, use of films for developing a variety of language skills, techniques for helping students discuss others' ideas, and an exercise promoting discussion through photographs of older adults engaged in various…

This article explores ways to enhance oral discussions to increase the written language abilities of students with learning disabilities. It discusses oral and written language differences, and offers specific strategies for improving oral narrative skills within the Language Experience Approach (LEA), such as using semantic maps and teaching…

The 7-lesson curriculum was originally developed in 1980 and revised in 1988. This second revision includes the creation of a new lesson, lesson four, that deals with creating Chinese characters and stresses that the phonetic element so important in Chinese can also be found in other languages; thus illustrating that Chinese is really not that…

This story, intended for classroom presentation, comes with suggested activities (with illustrations) for students to undertake. The story is designed to be initially presented by one storyteller/teacher (with different voices) or by 5-8 students in group tandem style. The story and the activities allow students to develop various oral language…

This conversation manual and tapescript are part of a set of materials that have been developed to teach oral and written Afghan Pashto to English speakers. In addition to the conversation manual and tapescript, the set consists of a beginning textbook, an intermediate textbook, a reader, and a set of taped lessons that correlate with the…

Focusing on spontaneous drama--a means of encouraging, extending, and enhancing children's imaginations--this book discusses the growth in language creativity that results when students work with teachers who provide informal drama experiences in their classrooms. The book describes what drama is, how it is done with children, and why it should be…

This book is a follow-up to the original CLAS K-2 (1985) oral language program for kindergarten through second grade, but can also be used independently. It contains 50 additional listening and speaking activities designed for use together or individually with whole classroom groups. Each includes three to six activities with cut-outs, stories,…

This book emphasizes a comprehensive treatment of all areas of the language arts and advocates interrelating the teaching of the language arts and integrating this teaching with the teaching of other areas of the curriculum. The book contains the following chapters: (1) "Language and the Language Arts"; (2) "Teaching the Language Arts"; (3)…

To ensure that all of the subskills undergirding pupils' speaking are identified, taught, and reinforced, the School District of Philadelphia prepared hierarchical listings of skills as exemplified in specific student behaviors. The structured sequence of oral language behaviors are stated operationally and are identified at 14 levels in terms of…