An examination of different types of hesitation in the speech of learners of French as a foreign language reveals several times as much hesitation as native speakers experience, with slowed speech apparent in the speech of foreign language learners. (MSE)

PPRUE(H), which stands for Present, Prepare, Rehearse, Use, Exhibit, and (H)omework, a student-centered oral skills learning device with an optional writing component, is described. It is designed to be used at intervals throughout the school year in foreign language classrooms with oral skills components. (LB)

The supplementary activities guide was written to coordinate with a kindergarten textbook in English as a Second Language (ESL) used in the Houston (Texas) Independent School District. It contains eight instructional units with worksheets, alternative activities, and blackline masters for convenient reproduction. Each unit consists of a series of…

Speech communication teachers can assist students in gaining more facility with language by helping them become active learners or problem solvers through: (1) experiencing an event; (2) reflecting on this experience which leads to (3) the formation of abstract concepts and generalizations about what has been learned; and finally (4) incorporating…

Describes a method of teaching students to introduce one another formally to the class in a brief speech. This technique involves four steps: (1) the teacher presents the vocabulary, (2) students obtain the necessary information, (3) the introductory speeches are delivered, and (4) the speeches are written out for a grade. (SED)

Outlines the steps in presenting a "book talk." Argues that it can be an effective way to broaden children's awareness of literature while developing their verbal skills. (FL)

Provides examples of children's use of oral games and suggests that they are excellent material to establish the needed links between experience, speech, and the written word. (HOD)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Argues that show-and-tell is an important school learning activity that gives students an opportunity to practice and improve their oral language abilities. Offers a technique for the informal assessment of show-and-tell activities. (FL)

Describes use of teleprompter to assist foreign language instructor in stimulating coversation in classroom. (BK)

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Reports on views of storytellers on children's work with stories. Offers ideas to teachers on effective ways to tap into the oral tradition of storytelling. (TB)

Describes how a kindergarten teacher uses picture book text to initiate dialog improvisations and patterned conversations, providing children who are acquiring English with meaningful, low-risk opportunities to use and learn English. (SR)

Describes the inspiration, planning, and implementation of the Poetry Project, a nine-week unit designed to immerse first and second grade children in the reading and writing of poetry. Notes that the project helped the students bring together oral and written language. (RS)

Discusses four books that can help teachers offer students opportunities to engage in purposeful oral language activities. (PRA)