An attempt to mediate a controversy raised in previous issues of English Journal (Feb 70 and Nov 70). Suggests that the teacher adopt a non-authoritarian role and not present himself as a spokesman for black literature. Stresses presentation of material at the level of student preparedness. (JB)

The economic, social, cultural, linguistic, and psychological factors which are relevant to the beginning schoolchild's success or failure in reading must be examined. Test norms may not be valid for disadvantaged children. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American…

Describes three current approaches to the problems of nonstandard English and examines the motivations behind them. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)

Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1970, in Los Angeles, California. (DS)

Describes the Ann Arbor court decision, reviews current research dealing with teachers' language attitudes, and discusses implications for instruction. (MP)

Modern educators recognize vernacular Black English as a variety of English that has its own system and rules. However, since most reading materials and school texts are in standard English, reading difficulties are often found in Black children who use a nonstandard dialect. The effects of negative teacher attitudes are described, and…

Adult basic education fails to recognize fundamental differences between instructors and students whose native language is not English or whose home language is a nonstandard English dialect. Solutions include using the additive model of literacy development, using home languages first, and increasing understanding of linguistic minority groups.…

In a Cleveland (Ohio) program, writing instruction for adults who speak nonstandard English is based on respect for students' spoken language as a dialect. Adapting foreign language instructional techniques such as translation, teachers avoided formal grammar terms and used extensive oral practice. (SK)

Examines linguistic data from peripheral areas of Mexico and suggests that the contemporary resistance of the final /s/ in Spanish is characteristic only of urban regions. The study also hypothesizes that Spanish final /s/ was once more generally weakened throughout Mexico. An indirect Nahuatl contribution is also postulated. (62 references)…

A story is told of how inner-city youth organizations use dramas that young people write, cast, and direct to enable them to retain their first language or dialect while gaining standard English and preparing for job entry. The story ends with implications for the language classroom. (seven references) (Author/LB)

Suggests that discussions about inclusion in the foreign language classroom should address the issues of linguistic diversity and dialectal sensitivity. Discusses models for addressing issues of linguistic diversity in the classroom, and offers a set of activities for training new instructors in recognizing and addressing linguistic biases.…

Derisive attitudes towards Spanish in the United States threaten its survival. Four issues vital to the preservation of Spanish in the United States are examined: the arbitrary nature of linguistic prejudice, the linguistic validity of all dialects, the overwhelming linguistic overlap between nonstandard and standard dialects of Spanish, and the…