Exploring many possible relationships among language, thought processes, and education, this book is designed to synthesize modern views of language and linguistics, literature and semiotics, and thinking and knowing that are pertinent to education. It develops theoretical positions about language and thinking in school, proposes practical instructional applications for both beginning and experienced teachers, and provides practical means for building and assessing curricula and instruction. Throughout the book, a view of a dual curriculum based on language and thinking is explicated which reflects new theoretical understandings of how and why both written and oral language develop. Respectively, chapters discuss (1) language, thinking, and learning: focal points of a dual curriculum; (2) language: why and how; (3) language development; (4) language development in social and historical contexts; (5) coming to know; (6) development of thought with language; (7) structuring in thought: meaning; (8) language structuring: grammar; (9) composing letters to the world; (10) reading and writing: a psycholinguistic view; (11) literacy before school; (12) learning and teaching reading: strategies for comprehension; (13) learning and teaching writing: strategies for presentation; (14) children, literature, and the arts, including a special bibliography of children's books; (15) language and thinking: strategies in teaching; (16) teaching tactics and strategies; and (17) building whole-language programs. (JD)