This paperback looks at the problem of linguistic deprivation, a problem which is compounded by the restricted opportunities for language development in the schools, even those using modern and innovative methods. Chapter one looks at the contexts at home and school where the child acquires the linguistic tools he needs, and thereby sheds light on the complex interplay of social, psychological and linguistic factors in the learning process. Chapter two examines some of the evidence on language development that is valuable in assessing current and projected educational practice. This evaluation is attempted in subsequent chapters, three being concerned with relatively traditional teaching situations and four with more recent trends and developments. The final chapter examines the implications of the survey for the future, particularly as they affect teacher training. Three appendixes present the following: a discussion on failure by four girls in a secondary modern school; curriculum examples; and a discussion of the use of drama in the school curriculum. A selected bibliography is included. (Author/CL)