Describes language-arts activities in the "Gemini Project," a program designed to foster creative expression in a mixed group of senior high and elementary school students. (KS)

Describes and interprets how one Aboriginal teacher in Canada used her cultural understandings to build a cross-cultural language arts program for inner-city children. (TB)

Examines Canadian language usage of both the written and spoken word as revealed in a recent national survey and addresses the implications for language arts teachers. (RB)

Describes a proposed senior years English program, plans for piloting an English language arts program, and progress made in implementing a kindergarten through grade 12 English language arts program. (AEA)

Describes an educational program that involves the use of theatre and dramatic approaches by a team of actor/teachers in order to promote learning in a school. Contains a script for a play developed by a Theatre in Education team and its students. (HTH)

Considers the importance of teachers changing their practice from the traditional norm. Offers insights into how this change can be achieved. Discusses conditions necessary for supporting improvisation and change. (PA)

Responses to a questionnaire about the language arts teaching practices of 180 grade six teachers in Calgary public schools. Tables of the ten most-used and ten least-used teaching practices are included. (AA)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Describes a two-track approach to language arts instruction at the secondary school level. (AEA)

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)

Presents a selection of words and figurative language from the sea. Suggests a number of practical classroom activities for teaching such language. Opines that the activities could be included in a variety of curriculum areas, such as social studies and language arts. (PA)

Describes one secondary school teacher's experience in experimenting with reader response literary criticism as a teaching tool and how she handles difficulties concerning teacher supervision, student motivation, and student growth. (TB)

Examines group oral response to literature as a method of large-scale assessment with eighth graders. Finds that (1) the method is manageable for wide-scale testing; (2) the process simulates classroom conditions and activities closely; (3) the process allows for teacher input and participation; and (4) students find the activity enjoyable. (PRA)

Notes that "viewing" (acquiring and criticizing ideas visually conveyed) and "representing" (communicating ideas through various media) are being incorporated into language arts curriculum documents in Canada. Presents 72 teaching ideas (for language arts, science, and math) that encourage teachers to adopt, adapt, and…

Outlines particular moments in the author's recent experience as the instructor of a course called "Teaching English Language Arts in the Secondary School" when she was forced to examine her expectations about the course, about the students and about herself as the instructor. (RS)