The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Presents evidence revealing the complexity of young children's language understandings with regard to spelling patterns, parts of speech, and vocabulary; points out that teachers must build upon the language knowledge that children bring to school. (GT)

Presents research on the situational dimension of linguistic power in social context and the relevance of this research within culturally pluralistic educational contexts. Offers suggestions for class activities that can engage standard and nonstandard speakers of English as well as those who do not speak English. (SRT)