This article focuses on three aspects of language instruction in early childhood education: a) educational and sociological events which prompt concern over language behavior, b) results of research of the last 10 years, and c) suggestions for curriculum and instruction. (HMD)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Knowledge of what constitutes development toward language maturity in school-age children should enable us to make substantial improvements in the language component of the curriculum. (Author)

Eight articles about oral language education for preschool children are presented. They are: (1) a point of view on oral language education--"Suggestions from Studies of Early Language Acquisition,""Language Programs for Young Children: Notes from England and Wales," and "The Issue of Structure," by Courtney Cazden; (2) suggestions for curriculum…

In addition to the communicative end served by language learning, there is another objective: the discovery, by the student, of the system and the workings of his native language. The values of this objective include: (1) formative value: the possibility of achieving a better understanding of the fundamental and uniquely human phenomenon which is…

A number of first language (L1) research studies are examined in an attempt to discover whether the hypothesized similarity between L1 acquisition and second language (L2) learning has any empirical support. The relationship between age and language learning is considered to determine if there are changes in learning ability, rate of learning and…

This bibliography, which emphasizes material published between 1957 and 1972, is centered on studies about the normal child's acquisition and development of his first language. Material dealing with handicaps, deviant language development, and second language learning is not included unless it is significantly related to studies of the normal…

This paper investigates the development of negative Wh-questions in a four year old subject acquiring English as her L1. Spontaneous and elicited speech samples were collected over a period of 6 months. During the course of the study, the subject began to invert subject and auxiliary, and by the end of the study she was inverting correctly in 38%…

This is the second report of a longitudinal project, initiated in 1970, in which children with and without language problems are identified in French immersion and English kindergartens and closely monitored to the end of grade 3. This study investigates the desirability of early French immersion program for English-speaking children with language…