Discusses the sociolinguistics of literacy with reference to three examples: the history of Jewish education and attitudes toward literacy, the Rock Point Community School bilingual program, and the Pacific Northwest Indian Reading Program. (EKN)

The development of non-native varieties of English in Third World countries is discussed. The impropriety of attitudes of linguistic purism and linguistic intolerance is argued, and data is discussed to present the pragmatics of Indian English. (Author/RM)

Attitude and use in language do not always coincide. The foreign language teacher should be aware of language variation so that he can decide what forms to teach and when to introduce variants. Several generalizations about variation and acceptability in language are made. (Author/ND)

This paper explores some of the relationships between knowing, using and liking English as an additional language. Data was gathered from teachers and students in India, Indonesia and Israel. In predicting acquisition and use, non-attitudinal factors are primary whereas attitudinal factors are primary in predicting attitudes. (CFM)

Contends that despite many overlapping characteristics, second dialect teaching requires a methodology distinct from that used in second language teaching, and discusses psychological, sociological, cultural, and linguistic aspects of second dialect teaching. (FB)

Spanish and English versions of a values assessment instrument were administered to a group of second language students of junior and senior high school age in an attempt to provide current, site-specific information for use by an educational program in a multi-cultural/multilingual environment. (Author/RM)

Some data dispute the common assumption of linguists that speakers of nonstandard varieties of English lack functional command of Standard English. Hawaiian high school students were found equally competent in Standard and Hawaiian English. Implications of this finding for educational practices in Hawaii are discussed. (CHK)

This article discusses the relationship between theory and methodology in qualitative research, arguing that theory informs the questions that researchers ask, the assumptions they make, and the approaches they use. It outlines the six principles of critical research theory and discusses its application to the language learning of immigrant women…

Knowledge of a language requires more than mastery of grammar; effective communication includes social and cultural aspects of language use, such as speaking volume and intonation, conventions of politeness, and set social formulas. The language teacher must be aware of these rules to convey them to students. (CHK)

Discussed briefly by the author are some of the "most immediately relevant" implications for TESOL which arise from research studies in dialectology. One phenomenon, which until recently has received little attention, is that of "receptive bi-dialectalism" or "bilingualism." One of the earliest observations of this…

The author describes our prime educational aim in Alaska as an effort to help the native to become an autonomous, productive member of the larger society which he is entering. To a certain extent, this is the aim of all teachers who are teaching English as a second language. They are teaching the culture that the language expresses at the same…

Mexican-American women studying in a vocational school in New Mexico were studied in order to investigate: (1) the relationship between attained proficiency in English and attitudes toward self and toward the native and target language groups; and (2) reasons for learning English and coming to the United States. (CFM)

Presents examples of misunderstandings in compliment exchanges in different cultural contexts and analyzes them as instances of pragmalinguistic and sociopragmatic failure. Analysis of complimenting behavior norms forms the basis of a set of exercises designed to assist learners in developing the ability to recognize and use compliments…

Paper presented March 6, 1971, at the TESOL Convention in New Orleans, La. (VM)

Paper presented at the TESOL Convention, February 28, 1972, in Washington, D.C. (VM)