This paper explores the linguistic aspects of the artistic and aesthetic development of children, teaching strategies for the teaching of art, and an analysis of a sixth grade lesson in aesthetics. (Author/RK)

Revised version of a paper presented to the Canadian Linguistic Association Annual Meeting, Montreal, Quebec, 1972; research partially supported by the Canada Council. (DD)

Research supported by a grant from the University of Nebraska Research Council. (RS)

Analyzes concept formation in children based on the precepts of general semantics. (RB)

Knowledge of what constitutes development toward language maturity in school-age children should enable us to make substantial improvements in the language component of the curriculum. (Author)

Correspondences between printed and spoken messages are seen to be based on meaning; expectancies about syntax and semantics lead the reader to form hypotheses which can be confirmed or not with only a small portion of cues available in the text. (Author)

Describes the situation in the United States, with emphasis on the bidialectical approach to speakers of Black English, and related problems in language theory and teacher training. (SP)

Children learn language by finding verbal expression for their immediate needs. Material wants, a desire to interact with others, and an impulse to explore their world are three dominant needs. (CK)

A synthesis of recent studies in child language which has quite significant implications for the teacher of English or any other language at every level. (Editor)

Study of the phonological systems in the language of twins, two-and-a-half years old. (VM)