WHEN CHILDREN ENTER ELEMENTARY SCHOOL, THEY POSSESS A LANGUAGE SYSTEM WHICH HAS BEEN INTUITED FROM WHAT THEY HEAR AND WHICH CAN PRODUCE FOR THEM AN INFINITE NUMBER OF SENTENCES REFLECTING EITHER STANDARD OR NONSTANDARD DIALECTS OF ENGLISH. THE ELEMENTARY TEACHER CAN EQUIP THOSE WHO SPEAK A DIVERGENT ENGLISH DIALECT WITH ANOTHER, MORE SOCIALLY PRESTIGIOUS ONE BY EXPOSING THE CHILDREN TO THE STANDARD DIALECT IN MEANINGFUL SITUATIONS, THUS BUILDING ON THEIR ABILITY TO ABSORB LANGUAGE AURALLY. TO ENABLE CHILDREN TO HEAR AND PRACTICE STANDARD ENGLISH, THE TEACHER SHOULD (1) BELIEVE SINCERELY THAT CHILDREN DO NOT SPEAK INCORRECTLY, BUT ONLY DIFFERENTLY, (2) DISCUSS LANGUAGE USAGE WITH THEM HONESTLY, MOTIVATING THEM TO ACQUIRE A "SECOND" OR "SCHOOL" LANGUAGE AS A NEW SKILL TO BE USED IN APPROPRIATE SITUATIONS, (3) TALK WITH THEM CONSTANTLY, READ GOOD STORIES TO THEM, AND URGE THEM TO MEMORIZE POETRY, DIALOGS, AND PLAYLETS DEVELOPED EITHER BY THE TEACHER OR THE CLASS FOR THE CHILDREN'S PARTICULAR AGE AND CULTURAL LEVEL, (4) PROVIDE THE CHILDREN WITH A VARIETY OF OPPORTUNITIES TO TALK FREELY ABOUT SUBJECTS INTERESTING TO THEM, (5) ENCOURAGE THEM TO TELL STORIES, DESCRIBE PROCESSES, AND PLAY GAMES EMPLOYING SUCH EXERCISES AS PATTERN PRACTICE DRILLS, AND (6) USE EXTENSIVELY SUCH TEACHING AIDS AS THE "LANGUAGE MASTER," TAPE RECORDERS, AND PHONOGRAPH RECORDS. (THIS PAPER WAS PRESENTED AT THE 1967 NCTE ANNUAL CONVENTION.) (JB)