Advises teachers trying to understand the whole-language approach to not expect to become a whole-language expert immediately; make learning real; make students responsible for daily routines; talk to parents about their children; beware of publishers and workshops that are whole language in name only; and develop a community of readers and…

Argues that the primary value of literature lies within the work itself, an appreciation of it, and the connections readers make to it. Discusses how a reader response approach offers one way to open the door for children to the lived-through experience of literature as art with intrinsic value. (SR)

Part 1, published in the November 1993 issue of "International Schools Journal," suggested that teachers should address how students learn and how teachers teach to penetrate the surface of internationalism and do more than create a shared curriculum. To succeed, learners must regularly engage in purposeful inquiry into meaningful…

Presents an excerpt from Anne Dillard's "Pilgrim at Tinker Creek" suitable for reading aloud in science classrooms. Offers suggestions that combine the observations of both a science and a language arts teacher. (RS)

Explores three different kinds of university-school collaboration. Describes how the traditional boundaries between universities and schools are being bridged. Advocates collaborative relationships that engage participants in cooperative efforts to design alternative practices and models of teaching. (HB)

A middle school teacher reflects on her year-long experience of applying the Foxfire approach to a language arts class, on student successes and disappointments, and on the difficulties of carrying out meaningful research on this process. Student comments are included. (SV)

Discusses the need for fundamental restructuring of language arts instruction. Discusses the benefits of the whole-language approach and the current problems with testing, use of instructional time, and the lack of teacher support. (PRA)

Presents a model for teaching language and suggests that it is good to experiment with as many styles as possible to stimulate students and maintain their interest in learning. Points out that language skills must be integrated in the course content and evaluative procedures must be used to determine whether student improvement is visible. (JOW)

Describes how a unit titled "Alice Adjective" can be presented dramatically by the teacher in four lessons. (MG)

States that the focus of homework should be a positive social interaction with parents with gradually increasing independent responsibilities. Provides examples of activities for writing, spelling, and speaking homework that provide opportunities for real literary activities in the home. (MG)

Discusses computers and related technologies as a significant means for acquiring language arts skills. Samples a wide array of uses for educational computing in English and language arts classes. (SR)

Rip Van Winkle would not recognize Corsicana (Texas) High School since its curriculum coordinator began implementing learning styles techniques in various pilot programs. Lecturing to rows of bored students has been replaced by students' active involvement in group activities, listening centers, and tactile/kinesthetic exercises on the floor or at…

Describes the reading/language arts program at Queen Bee Elementary School (in a Chicago suburb), designated as an exemplary program by the International Reading Association. (SR)

Describes three teacher support groups, activities of which provide teachers with support in defining, implementing, and preserving programs that use whole-language methods, and are meaning centered and student focused. Also provides suggestions on starting a teacher support group. (BB)

Presents a short story about the visit of a book author to a low-level language arts class. Tells how the teacher's frustration at his students' lack of response led him to a new understanding of his students. (SR)