Describes the related processes of metaphoric production and comprehension as they are represented by students in the five-to-eleven year age range. Offers guidelines for incorporating the exploration of metaphor in elementary school language programs. (HTH)

Examines the linguistic experimentation of children in three different age groups by means of their use of word games. (HTH)

A British educator discusses the role of self-expressive talk in the learning process and the influence of teacher attitudes on learning through language. (HTH)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Notes how the current emphasis on language instruction perpetuates the dominant culture. Explores the meanings first-grade children take from their oral language learning experiences and considers possible implications of those meanings and of the resistance shown by students to this production and reproduction of culture. (HTH)

Examines children's progression in the use of humor in language from taking folktales seriously, to using humor for shock, to using humor to alter social environments. (HTH)

Explores how dialog writing, in which two participants "converse in writing," incorporates the interactive aspects of oral communication and the self-directed aspects of essay writing. Includes passages written over a year's time by a sixth grade student in a "dialogue journal" showing the development of his writing. (HTH)

Examines psychologist David R. Olson's current work on children's language development and its possible educational implications. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development…

Discusses the classroom teacher as role model for children acquiring language. Cites the traditional teacher-oriented format as one reason children do not imitate teachers' speech. (HTH)

A participant in a British teacher workshop that focused on student talk describes the progress of the group toward defining the types of language they wanted to focus on in the classroom and the group's publication of weekly progress reports. (HTH)

Reviews literature defining the characteristics of the complex puzzle children encounter moving from oral language to print. Illustrates that, by reading their own writing, children discover the precise connection between reading, writing, and language. (HTH)

Considers register (factors that vary in situational contexts and produce differences in meaning intent and meaning exchange) variance with its accompanying language transactions during written language events involving children and adults. Illustrates register variance with the writing and drawing of a four-year-old and a first-grader. (HTH)

Examines children's attraction to rhythm and rhyme of nursery rhymes and how these factors affect literacy. Discusses the connection between rhyme and reading and spelling acquisition. (HTH)

Describes a teacher inservice project intended to develop a language policy for using writing as a learning tool. Argues that the inservice context for teachers as learners is similar to that of the classroom and that the opportunity for talking should likewise be used for learning in the classroom. (HTH)

Illustrates how children constantly solve communication puzzles in the course of language acquisition and offers suggestions for teachers and parents to assist children in their understanding of language. (HTH)