Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Considers language growth of secondary school students in terms of their using language to organize real experiences, their awareness of audience, and their ability to manage language for specific purposes and situations. Provides anecdotes of classroom conditions that promoted such student language growth. (RL)

Argues that dramatic activity is the basis for learning, and that dramatic activities can help students learn in all subject areas, particularly in the language arts. (RL)

Discusses language as a goal and a means to learning and presents strategies for in-school development of language across the curriculum in the context of consideration of effects on students. (HTH)