THIS PAPER WAS SUBMITTED TO THE BUREAU OF CURRICULUM RESEARCH OF THE NEW YORK CITY BOARD OF EDUCATION FOR THEIR USE IN PREPARING A MANUAL FOR LANGUAGE ARTS SKILLS IN GRADES 5 TO 12. THE SUGGESTIONS HERE GREW OUT OF THE AUTHORS' ATTEMPTS "TO ISOLATE THE STRUCTURAL AND FUNCTIONAL CONFLICTS BETWEEN THE VERNACULAR USED IN URBAN GHETTOS AND THE STANDARD ENGLISH OF THE CLASSROOM." THE STRUCTURAL CONFLICTS ARE DISCUSSED IN THIS PAPER SINCE THEY ARE MOST IMMEDIATELY ACCESSIBLE TO LINGUISTIC ANALYSIS. BRIEFLY, THE SUGGESTIONS ARE DESIGNED TO PRESENT INFORMATION ON THE PHONOLOGY AND GRAMMAR OF NONSTANDARD AND NEGRO DIALECTS IN A FORM USEFUL TO THE ENGLISH TEACHER. THE MOST IMPORTANT PROBLEM AREAS ARE OUTLINED AND PRESENTED IN TERMS OF THE GENERAL RULES DIFFERENTIATING BETWEEN STANDARD AND NONSTANDARD FORMS. SOME OF GRAMMATICAL POINTS DISCUSSED ARE--(1) VERB TENSES, (2) FORMS OF THE NOUN, (3) NEGATION PATTERNS, (4) PRONOUNS, (5) EMBEDDED QUESTIONS, AND (6) COUNT AND MASS NOUNS. ARTICULATION AND PRONUNCIATION PATTERNS IN NONSTANDARD SPEECH ARE ALSO DISCUSSED AND THE AUTHORS PRESENT CONCRETE SUGGESTIONS FOR PREPARING MATERIALS TO TEACH CONTRASTIVE PATTERNS. THE LINGUISTIC TERMINOLOGY USED IN THIS REPORT IS UNDERSTANDABLE BY THE NONSPECIALIST. (JD)