In this monograph, the language and pedagogical concepts embodied in the Tucson Early Education Model are used to develop a systematized method of natural language learning. It is hypothesized that young children in school continually resystematize their language, and that conscious and systematic modeling by the teacher should accelerate this natural language learning. Characteristics of this natural language learning method are: (1) conscious modeling, (2) corrective feedback by the adult, (3) elaboration in modeling, (4) expansion in modeling, (5) extension of knowledge, (6) provision for the child to practice talking, (7) consistent response by an adult in a program of discriminating reinforcement, (8) structuring of the environment so that there is a structural demand for specific modes of thought and particular language forms related to such thought, and (9) verbal expression by an adult of a variety and a range of thought processes. Such an approach demands that the teacher, in order to be a conscious modeler, must think about thinking, think about talking, talk about thinking, and talk about talking. The eventual goal of language modeling is the mutual stimulation of the child's own thinking and talking. The monograph includes charts focusing on the language-intellectual relationship in classroom interaction, a tentative hierarchy of mental activity for hueristic purposes, and a chapter dealing with more sophisticated aspects of the nature of language in the context of natural language learning. (CS)