Normal, first-born children of two-parent, self-supporting families (N=60) were divided into three groups at birth: control, mothers receiving a specific language stimulation program, and both parents receiving the program simultaneously. Infants whose parents received simultaneous training exhibited the greatest gain over 4 1/2 months in Bayley…

Elementary and secondary students (N=150) were given a forced-choice task of idiom understanding. Performance on tasks steadily improved with age, and idioms with higher familiarity and transparency were easier for students to understand. Results support the language experience model of figurative language development and the hypothesis that…

This study examined the presence of specific story elements and story cohesiveness in child narratives. A sample of 35 Hawaiian children who attended a preschool that emphasized early literacy activities was compared with a control sample. Children first constructed a story from a set of five pictures with adult support, and then retold the story…

SEVERAL BASES FOR STRENGTHENING THE LANGUAGE DEVELOPMENT PROGRAM IN PRIMARY GRADES WERE CONSIDERED. FROM RECENT STUDIES THAT HAVE RECORDED AND ANALYZED ACTUAL SPEECH SAMPLES OF PRESCHOOL AND SCHOOL CHILDREN, THREE ASSUMPTIONS CONCERNING CHILDREN'S LANGUAGE WERE MADE. FIRST, BY THE AGE OF THREE, MOST CHILDREN HAVE LEARNED THE BASIC STRUCTURE OF THE…

THE WAYS LANGUAGE IS USED BY CHILDREN IN VARIOUS SUBCULTURE GROUPS WERE INVESTIGATED, AND AN EVALUATION WAS MADE OF WHETHER OR NOT THE LANGUAGE OF ANY GROUP CAN BE CONSIDERED DEFICIENT BY USE OF SOME CRITERIA. THE AUTHOR EVALUATED RESEARCH IN LINGUISTICS, DEVELOPMENTAL PSYCHOLOGY, SOCIOLOGY, AND ANTHROPOLOGY DONE WITH CHILDREN OF DIFFERENT SOCIAL…

The purpose of this study was to delineate the implications of language within an educational context as a means of facilitating self-actualization. Three premises identified in a priori fashion were drawn from the literature in linguistics, psychology, and general semantics, creating a three-part language continuum--acquisition, development, and…

The concepts of language acquisition and interlanguage as they relate to second language teaching methods are discussed. The aim of such teaching should be error-free communicative competence. Formal teaching is not enough to ensure a high level of proficiency. (CB)

Urges teachers, in helping children acquire language power, to provide opportunities for the students to enlarge their experiences and then help them find appropriate words to clarify and organize thinking about that experience. (MM)

Anti-intellectualism, apathy, demand for practical and instantly relevant materials and discussions, and demand for democratic process in areas where it was never meant to apply are some of the problems faced by this twelfth-grade English teacher. Suggests possible plans for coping with these and other problems. (RB)

Concerned with the student that uses the non-standard language of his family and friends, and suggests ways and techniques the teacher can use to teach language to these students. (RB)

Results suggest that the mother-infant-sibling interactive context differs in important ways from the mother-infant dyadic context. The mother-infant-sibling interactive context is a richer language learning environment than previously supposed. (GLR)

Presents a personal account of how haiku can be used with primary students not only to explore language arts but also to share a love of the earth and its various peoples. (HTH)

This study examines the process of Japanese language maintenance or shift among children who were exposed to Japanese and English through the "one parent-one language" approach in Melbourne. The aim was to identify factors that correlate with successful and unsuccessful cases of Japanese language maintenance of such children. The data…

Aspects of the spoken language development of the preschool and primary school child are briefly covered, with specific attention given to receptive and expressive language, semantics, syntax, memory, articulation, pragmatics, and metalanguage. Developmental norms are indicated in the areas of vocabulary development, sentence structure…

A compensatory language program was administered to 13 children, considered, for the most part, as culturally disadvantaged and linguistically deficient. These 13 children comprised the experimental group, while 12 other children were used as a control group. The ages of the children ranged from 3 years, 3 months to 5 years, 10 months. The average…