Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

Relates personal experiences in reading and writing poetry with a group of elders in an attempt to learn something about their use of language, their life stories, and themselves. (HOD)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

A method is described for teaching writing to students for whom English is nearly a "first" language by virtue of the nature and circumstances of their use of it. The basic tenet of the approach is that the student can only learn to write well if he has a belief in himself and in the value of his own responses. To write well, the student must…

Utilizes M. A. K. Halliday's theories concerning the social and cultural functions of language to construct a series of social studies/language arts integrated learning activities. First graders wrote letters to an imaginary mouse in their desks and third graders answered the letters. Analyzes this activity and includes an annotated bibliography.…

Examines the relationship between story-telling and children's construction of meaning. Includes transcripts of children's discussions of a story involving Vietnamese refugee children. Maintains that children, especially when given encouraging contexts, can construct and discover meaningful insights. Discusses the role of the teacher in this…