Because of the vast differences between the ghetto child and the middle class child in home environment, parental models, language development, and the ability and desire to communicate, an elementary school language program which will educate both must differ radically from traditional orientations and practices. Such a program should provide the child with continuous, daily opportunities to talk, including such activities as discussion, reporting, dramatic play, story-telling, and choral reading. To insure the learner's active involvement, an effective program in oral communication must be relevant to his life and interests, must be characterized by novelty and diversity, and must stress meaningful vocabulary development, including sensory or emotionally charged words. The instructional techniques used should be open-ended, so that both the accelerated and disadvantaged learner may participate, each at his own level, each deriving the vital feelings of worth and acceptance which constitute the success of any learning experience. (MF)