A review of research which concludes that there is no cause and effect relationship between speech errors and spelling errors, that there is a relationship between Black English and certain spelling errors, and that there is conflicting evidence on the use of intensive phonics in spelling programs. (DD)

Argues that books written in Black English should be used as supplementary materials in a classroom reading program; lists 22 such books and provides a plot synopsis for each book, information about estimated readability and interest levels, and language samples. (ET)

A study of syntactic variables now undergoing change in a predominantly black community in coastal South Carolina. (DD)

Raises four objections to a program of oral drills in standard English for children who speak black dialect. (HTH)

At the prekindergarten and kindergarten age, children generally appear to be oblivious to dialect differences and fail to associate these differences in language variety with black speakers. (JH)

Examines materials in the ERIC system related to trends in grammar instruction. Discusses the efficacy of formal grammar instruction in the schools and presents activities for successfully integrating grammar instruction into the writing curriculum. (HTH)

Clarifies misconceptions about the Ann Arbor, Michigan court decision on the teaching of students with Black dialects. Explores the impact of teacher attitudes toward substandard English on teaching students with Black dialects and lists ERIC sources for increasing knowledge and sensitivity to differing dialects. (HTH)

Of the various theories about how to treat black dialects, the approach by way of appreciating dialect differences is now in favor. (JH)

This article draws from the experiences of a European American classroom teacher, her African American teacher educator, the classroom teacher's interactions with an African American family, and her conversations with her African American aide. It answers the call to speak to the everyday experiences of teachers who seek to acknowledge and address…

Examples of the differences between the oral language of Blacks and the standardized written language forced on them in English classrooms illustrate the need for teachers to appreciate language differences and to create a workable context for effective language instruction. (RL)

Presents research on the situational dimension of linguistic power in social context and the relevance of this research within culturally pluralistic educational contexts. Offers suggestions for class activities that can engage standard and nonstandard speakers of English as well as those who do not speak English. (SRT)