Stresses that a teacher needs to listen to children more, that a child must learn school language and how to ask questions to which the teacher then responds. A discussion of child language and linguistic theory is included. (TO)

Discusses the belief that meaning is primary to a child learning language and concludes that teachers should develop language programs in which the use of language would be essential rather than incidental. (RL)

Study arose out of the need for a functional analysis of the language of young children which might lead to an understanding of how language and context interact to produce differentiated speech, and what interpersonal situations were most fruitful in eliciting good communication. (Authors/CB)

Revised and abridged version of You Can't Learn without Goofing (An Analysis of Children's Second Language Errors')'' to appear in Jack Richards (ed.), Error Analysis -- Perspectives in Second Language Acquisition,'' (Longmans). A goof'' is a productive error made during the language learning process. (RS)

Although critical of some of the claims made for contrastive analysis in the past, this article treats contrastive analysis as a useful pursuit which can contribute to language learning. (FB)

Normal and abnormal language development depends to a great degree on the nature of the infant-mother relationship. (Author)

The article discusses how semantic variations in the speech of lower socioeconomic children reflects the deprivations in their lives. (MF)

Research was supported in part by a faculty grant from the San Jose State College Foundation. (DS)

Paper read at the National Council of Teachers of English meeting in Atlanta, Georgia, on November 28, 1970. (DS)

A report from the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts pertinent to this topic. (RD)