The article presents an argument supporting the validity of using sub-standard dialects as a starting point to aid continuing education teachers teaching standard English. The advantages of the dialect approach are considered, and suggestions for distinguishing among dialects, assessing them, and using them are presented in conclusion. (Author/AG)

Maintains that linguists and educators sincerely interested in black education should concentrate on devising a performance instrument to measure the degree of command of the style of any given Black English speaker rather than on establishing linguistic remediation programs to correct a non-existent remediation. (Author)

To be lame'' in Black English means to be outside of any vernacular peer group and its culture. (RS)

Preliminary version of this paper was given at the 1968 winter meeting of the Linguistic Society of America, New York City, based upon work supported by the Office of Education as a Cooperative Research Project. (VM)

Compares the linguist's treatment of the speech of Negro children with that of educational psychologists such as Bereiter and Engelmann, and demonstrates the deficiencies of the latter. (FB)

The author describes an approach to teaching reading and writing in which emphasis is on the child's production of language. (Author/JB)

Describes the procedures used in a study designed to examine differences in nonstandard grammatical usage among and between Negro and white working-class informants in the community of Alexandria, Virginia. (Author/FB)

A study conducted to examine in detail the oral reading performance and comprehension of five poor readers among college freshmen at Tennessee State University confirms the belief that dialects need not interfere with reading or with learning to read. (AOS)

Recounts how a teacher used herself as a model to motivate black students to speak standard English. (JL)

Official recognition of Black English as a dialect has implications for all public school systems that have minority enrollments. The Ann Arbor decision points to changes that should be made in teacher and institutional attitudes and in the administration and interpretation of standardized tests. (SK)

Demonstrates briefly the naturalness of dialect variation in American English, examines the implications for reading instruction of recognizing the naturalness of dialects, and provides a list of references for the professional development of teachers of children who speak dialects other than standard English. (ET)