Describes five classifications of language usage (representatives, directives, expressives, commissives, and declarations). Suggests that teaching reading comprehension is a matter of helping children understand these uses of language. (RL)

Evaluates, in pragmalinguistic terms, errors made in dialog initiating sequences and in responses made by advanced German students of English speaking with English partners. The errors are seen as revealing deficient language competence, both receptive and productive, rather than a lack of social competence. (IFS/WGA)

Describes a "writer's hotline" telephone program operated at the University of Missouri, Kansas City, in which English faculty address community members' writing problems. Benefits have included increased publicity for the department, improved relationships with the community, and gains in expertise in handling questions of English usage. (DF)

Interindividual and intragroup code-switching between the local and urban dialects is related to the degree of interplay among sociocultural factors of status, integrity and self-esteem present in the speech situation. In formal meetings, code-switching is governed by these factors with speakers manipulating the parameters of status while…

Notes that the general public has developed an awareness of sexist language usage and has begun to make changes in its use of the word "man," and traces parallel changes that are gradually being made in the English pronoun system. (GT)

Examines several texts to determine whether they are still open to the charge of being sexist in what they teach about language and imply about women's roles. (Author/RL)

This annotated bibliography includes citations on language arts curriculum and teaching methods; language, grammar, and usage; talking and listening; reading; writing; and selecting books for children. (HTH)

Discusses a compromise between functionally based material and traditional grammatical approaches by suggesting the adoption of a more communicative approach to structurally based material. Using the present continuous tense as an example, the unnaturalness of traditional classroom dialog is shown; sample remedies are given. (PJM)

A model is proposed that maps into a single, multitiered and integrated structure all factors relevant to a bilingual education program: psychological, sociological, economic, political, religious, cultural, geographic, demographic, historical, and linguistic. (Author/SJL)

Investigated the relationship between feelings of comfort and maturity of expression revealed by inner-city preschool Black children in three situations: with a familiar teacher, with the mother or principal caretaker in the home, and with a chosen peer. (DD)

Presents a list of new socio-political terms in Spanish that are being used more frequently in literature today. Definitions of the terms are included. (NCR)

Institutional breakfast serving procedures were manipulated with regard to time delay to assess the effects of such changes on language use (requests for food) in six severely retarded children (ages 11 to 15 years). (Author/DLS)

Considers language growth of secondary school students in terms of their using language to organize real experiences, their awareness of audience, and their ability to manage language for specific purposes and situations. Provides anecdotes of classroom conditions that promoted such student language growth. (RL)

Grade seven and undergraduate Chinese bilinguals in Hong Kong speaking Chinese and English were tested for forward and backward digit span in the respective languages. Developmental differences were noted and a bilingual auditory storage index was suggested as one indication of bilingual development. (CM)

Calls for the study of language in secondary schools, discusses components of language study, notes the failure of the Bullock Report to point out the importance of language study, and discusses four characteristics of language that could serve as starting points for the study of language in secondary schools. (GT)