Presents findings from an empirical study comparing the status of the German minority in the Italian South Tyrol and the Croatian minority in the Austrian Burgenland. The article analyzes observations of actual language use in schools and compares school authorities, curricula, and employment opportunities of the two minorities. (SED)

Examines the effects of age on hearing children's oral rather than written story production and whether there are age-related changes in the signed productions of deaf children comparable to those observed in hearing age-mates. (HOD)

Explains the whole language teaching strategy. Shows what to expect in classrooms of whole language advocates. Describes curriculum guides based on the approach. (EL)

Findings indicate that the language of characters from children's television programs, both educational and commercial, is clearly gender-differentiated, producing attributions that are consistent with sex-role stereotypes. (PD)

Illustrates how all of the language arts are used by teachers and students to uncover the imaginative potential of language and their creative potential. Models ways of thinking about and investigating how instructional experiences, including classroom activities and the ways teachers interact with students, affect learning. (HTH)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

Assesses extent and nature of cutss made in the version of Shakespeare's "Romeo and Juliet" used in a 1980 Harcourt, Brace and World anthology. Suggests that rather than serving to shorten or clarify the play as claimed by the editor, cuts were actually made to clean up the text and eliminate any passages with a sexual connotation. (RBW)

Argues that in language development, children display a sustained and conscious effort to learn (L) words and expressions, assimilate (A) the language system, and acquire fluency (F) in using it to communicate. Maintains the same is true in literacy development. (FL)

Relies on a study of articles on agronomy and engineering to argue that teachers of technical style need to examine more closely the structures used by technical writers, particularly subordinate clauses that may be a means of distinguishing the "languages" of various technical disciplines. (EL)

Explains a technique for teaching proofreading to basic writing students that calls forth their inner competence with language and causes them to attend to what is actually written in order to find and correct manuscript errors. (EL)

Presents a series of 10 true-false statements pertaining to dialect, then discusses the correct answers. (FL)

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

Confirms the hypotheses that (1) males are expected to use more aggressive persuasive strategies and when they do not conform to such expectations, attitude change is inhibited; and (2) females are not expected to use such aggressive strategies and are penalized when they are the source of unexpectedly aggressive message strategies. (PD)

Offers a historical perspective on English instruction and suggests some modes of reintegrating communication skills and literature. (MM)

Details early twentieth century requirements for training secondary school English teachers--voice training and the study of English literature, literary history, literary criticism, and language study--and describes a suggested teacher education curriculum. (MM)