Presents two-role scenarios involving persons with conflicting needs or interests to enhance foreign language students' strategic intervention language skills in realistic situations. The scenarios not only encourage students to think through strategies to resolve a problem or conflict but also use their language skills to communicate effectively…

Outlines the potential of the mother tongue as a foreign language instructional resource, including suggestions for classroom use such as eliciting language, giving instructions, checking comprehension, and testing. Dangers of overuse are also pointed out. (CB)

Describes two writing assignments that elicit investigations of language and generate topics for which students are knowledgeable authorities. The first requires students to write an extended definition of a familiar slang term, while the second assignment requires them to write a final report after participating on a language usage panel. (HTH)

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)

Describes the use of 10 word picture books to enrich the language experience of young children and to motivate their reading. (HOD)

Relates the shared whole language experiences of a native college student majoring in education and a third-grade Korean student who was learning English, concluding that both learned from the experiencing-writing-reading activities. (DD)

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)

Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language) learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A story-based Language Enrichment…

This booklet relates ways to communicate with preschoolers about such phenomena as Ninja Turtles. Ninja Turtles are likeable, fun-loving creatures that have captured the imagination of children because they have a great deal of energy, strength, and power. However, because the turtles model language and engage in violence that negatively affects…

The staff of the Individualized Language Arts Diagnosis, Prescription, and Evaluation Project, a funded ESEA Title III program, has developed methods based on a diagnostic-teaching framework designed to analyze students' writing skills for grades 1-12. The program structure also provides teachers with methodology for developing and reinforcing…

Dramatic play, an activity for which children show a natural inclination, provides kindergarten children with the opportunities for acquiring new vocabulary, extending word meaning, acquiring and practicing verbal expression and syntactical patterns, and gaining in language facility. In order to foster this language development, kindergarten…

Explores ERIC materials on various theories of language development and their implications for vocabulary development in classroom settings. Provides suggestions for enriching the school language environment to promote vocabulary growth. (HTH)