This paper examines issues that affect decisions about providing language for a deaf or hard of hearing child. It considers what has been learned where parent-infant support and early educational placements are characterized by efforts to expose deaf children, of both deaf and hearing parents, to whole language/s that children find accessible for…

This book represents a strong consensus on the skills, knowledge, and abilities that all students should be able to master in language arts at specific grade levels during 13 years in the California public school system. Standards for each grade level are broken down into the following categories: Reading, Writing, Written and Oral English…

Outlines an oral interview format and scoring system for use with foreign language students during their first and second semesters of language study. (EKN)

Discusses the role of visual aids in second language teaching, focusing on their ability to represent sounds or structures; portray cultural features; provide situational awareness; and elicit verbal output, both controlled and free. (39 references) (MDM)

This guide provides information on developing and implementing a class on oral communication for adults in literacy education in Australia. It is organized in five chapters. Chapter 1 puts the course in the context of changes in literacy education policy and provides information on oral communication competencies. Chapter 2 provides the teacher…

Compares the language generated by different kinds of oral communication activities. Areas of comparison include: speed of speaking, frequency of turns taken, and frequency of self-correction. Results indicate that the relative degree to which a student draws on his communicative and linguistic resources seems to be related to the communication…

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Describes how, through pantomime, language learners can be encouraged to participate orally in classroom activities without feeling the pressure of having to perform. This technique requires the teacher to act out simple situations before the class while the students work together to interpret his/her gestures. (Author/MES)

After noting limited interest in the teaching and/or testing of paralinguistic features of spoken English, this article describes a test that includes a number of items uttered differently, which students are asked to interpret. Suggestions are offered regarding test administration, test items, and student evaluation. (five references) (LB)

Noting that parents play a key role in assisting their children in learning to talk, this pamphlet helps parents to understand the relationship between hearing, talking, and the process and stages of normal speech and language development. The pamphlet also suggests ways in which parents may encourage their children's listening and talking skills…

Designed to help students learn to read by teaching them how to "listen to language," this resource book presents over 90 interactive activities, reproducible manipulatives, picture cards, and word lists to help children connect oral language to written text. It also includes a complete program review with important facts about phonemic…

Discusses the changes in foreign language instructional strategies regarding error avoidance and correction that have emerged from the emphasis on communicative competence. Considering this trend away from audiolingualism and consistent oral accuracy, urges teachers to reevaluate procedures for conducting class activities and correcting students'…

This article discusses preinstructional assessment (PIA) for determining appropriate curricula, particularly oral and written language curricula, for exceptional students. Collection and analysis of oral and written language samples for PIA are described. Ongoing monitoring of progress in the domain is discussed as a means to make instruction…

Observes that rhythm and synchrony are facets of language learning and use that are often overlooked in English instruction. Describes several ways to explore the rhythmic aspects of speaking, reading, and writing. (MM)

Listening is an important part of presenting. An optimum learning environment is one in which individuals participate fully without pretense in the presentation experience. The article explores why listening is so important, offers tips for the best ways to listen to audience members, and examines how not to listen. (SM)