Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Presents a historical perspective on child language research, termed "stingy" because of the lack of financial and institutional support. Speaks of the pioneers and present researchers who study child language as men and women of unusual determination and commitment. (HTH)

Reports preliminary findings from a study of kindergartners using LOGO in a computer laboratory. The study highlights the oral language that occurs while children produce computer graphics. (HTH)

Presents a variety of social contexts for verbal interaction between adult and child and between children. Discusses the variations in interaction caused by different contexts, as well as features that are consistent across contexts. (HTH)

Examines psychologist David R. Olson's current work on children's language development and its possible educational implications. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development…

Five educational leaders--John Downing, Richard E. Hodges, Charlton Laird, Pose Lamb, and Roy C. O'Donnell--offer reflections on significant developments in research on language development during the 1970s and on their hopes for language research and instruction in the 1980s. (GT)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (HTH)

Provides a historical view of child language research, showing that investigations of child language have come full circle in their approach to gathering data. Discusses implications for teachers in encouraging children's progression to adult-like conversation. (HTH)

Presents findings of ethnographic research on children's talk and behavior, specifically routines in spontaneous peer play and verbal routines in structured activities. Concludes that instructional strategies should incorporate some of the features of children's play routines and peer culture. (SRT)

Poses questions about language and learners, both child learners and teacher learners. (JL)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)

Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)

Five educational leaders--Millie Almy, Carolyn Burke, Jean Berko Gleason, Donald M. Murray, and Neil Postman--offer reflections on significant developments of the 1970s in the areas of reading and writing, their hopes for the 1980s, and references that constitute required reading for elementary language arts teachers. (ET)