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The following are nine papers delivered at the annual workshop for junior and senior college English teachers held at Hinds Jr. College on February 5, 1972: "The Role of Grammar in the Classroom" -Mrs. Elba Patterson; "Grammar in the English Class" -Dr. Gerald Walton; "Creative Writing and Freshman English" Gordon Weaver; "Attitudes Toward the Term Paper" -Mrs. Pauline Fitzgerald; "The High School Research Paper" -Mrs. Rose Scherck; "English Literature and Captive Sophomores" -Dr. Maria H. Butler; "The Effective English Teacher" Edward Gordon; "Literature's Credibility Gap" -Harry Wells McCraw; and "Encouraging Sophomores to Enroll in World Literature Classes" -Mrs. Alyne Simmons. (AL)

The question of standards of language and attitudes toward language is discussed in this set of conference papers. In the initial paper, a short review of language teaching practices in the United States since 1900 is presented. At that time, both grammar texts and books on language written for the general public displayed a rigid and unyielding attitude toward grammar, while most philologists and linguists tried to demonstrate the concept that a single monolithic standard of good English was untenable in theory and not in accord with fact. It is this dichotomy and attempts to resolve it that provide the topics pursued in the subsequent papers: suggested definitions of linguistics; native speakers; standard English and the schools; standards and attitudes; explicit teaching of language concepts; implicit and explicit teaching of the English language; linguistics for the English teacher; social class, linguistic codes, and grammatical elements; and a statement on teaching language. (TO)

The papers in this book resulted from a workshop entitled "Toward a Humanistic Curriculum in English," cosponsored by the National Council of Teachers of English and the Michigan Council of Teachers of English. Papers are grouped under the major headings "The English Teaching Workshop--Program Design,""A Listing of Peripheral Activities,""Humanistic Curriculum Guides and Guideposts,""Topic Sentences for Discussion/Exploration /Action: The Products of the Basic Issue Study,""Alternatives and Possibilities for 1984 and 2001: Speculative Essays on the Future of English Education,""New Directions in Reading and Literature,""New Directions in Language, Linguistics and Grammar,""New Directions in Composition,""The Uses of Media," and "Annotated Bibliography." Appended are teaching ideas, materials sources, innovative strategies from workshop meetings, and a listing of workshop participants. (HOD)

This collection of five papers from the Anglo-American Seminar on the Teaching of English deals with language standards, common attitudes toward language, the relationship between linguistics and the teaching of English, and the linguistic component of the preparation of the English teacher. Albert H. Marckwardt surveys the history of language standards, presents the respective views of the English teacher and the linguist on standard English, and attempts to show how each can benefit from understanding the other's viewpoint. David Mackay emphasizes the need for the English teacher to relate standard English to the student's personal dialect, and to guide him in understanding and mastering the most appropriate forms. John M. Sinclair considers what the English teacher needs to know about linguistics and what types of linguistic system would be most valuable to teachers in describing the language. Joshua Fishman points out that because mot Americans have some cultural roots in languages other than English, their sensitiveness to these languages should be taken into account by the teacher of English. The last paper, the final report of the joint working party and study group, presents seven main issues that must be dealt with in any discussion of teacher education and language learning. (LH)

This work contains five papers in the area of experimental linguistics. Papers include: (1) "Units of Speech Perception," a study which deals with problems of the temporal organization of speech; (2) a study, "Manner of Articulation, Parallel Processing, and the Perception of Duration," which examines the durational patterns characterizing the production of monosyllabic English words whose syllable nuclei consist of vowels and resonants; (3) a paper presenting some durational data gained from the analysis of repeated productions of Estonian words with contrastive quantity entitled, "Temporal Compensation in a Quantity Language," (4) "Vowel and Speaker Identification in Natural and Synthetic Speech," concerning the perception of synthetic vowels produced on a Glace-Holmes synthesizer; and (5) a final paper, "On the Perception of Coarticulation Effects in English VCV Syllables," which deals with the perception of place of articulation cues. (RL)

The 11 papers in this collection deal with problems and ideas in teaching the teacher of English. The first three--by Charlton Laird, Oscar A. Bouise, and Sheila Schwartz--are concerned with the character and development of a "good teacher of literature," with giving him an adequate background in literature, and with the nature and training of the humanities teacher. Three papers by John S. Simmons, Andrew Macleish, and Norman C. Stageberg explore topics in language: the linguistic training necessary for the secondary English teacher, the number and kinds of grammar he should master, and the value of teaching structural ambiguity. Next, Richard L. Larson proposes a course in rhetoric for English teachers, Ross M. Jewell tells the beginning teacher how to evaluate writing, and Elmer E. Baker, Jr., deals with preparing teachers for the effective teaching of oral language. The last two essays, by J. Harvey Littrell and Robert E. Shafer, deal with the preparation of teachers of reading and of the disadvantaged. (This document previously announced as ED 025 523.) (LH)

This conference report contains introductory papers to specific problems with edited reports of the ensuing discussion. Papers focus on the preparation of teachers of adults in foreign languages and in English as a second language; technology in teacher training; specialized training for teachers of immigrant children; the role of linguistics in teacher training; and inservice courses. Appendixes include a review of current research in England, a selective bibliography, and a list of conference members. (RL)

Three papers, based on a study done with 160 Wisconsin fourth- and sixth-graders, are presented in an attempt to contribute to the psycholinguistic information needed in developing elementary English language learning programs. The first paper, "A Linguistic Ability Test for Elementary Grades," discusses a written test made up of 15 linguistic tasks which measure linguistic ability objectively and relate these to written discourse. The second paper compares and analyzes differences in discourse when children are asked to respond to pictorial stimuli ranked from concrete to abstract and are given preliminary instructions which vary. The third paper, based on the writing samples obtained from the pictorial-stimuli situation, describes the lexical and syntactic linguistic deviations made by the subjects. The data and linguistic variables are tabulated in the appendix. (JM)

The problem of teaching reading in English to Mexican American children with Spanish as their primary language is considered in this paper. Literature reviews are done on research dealing with (1) linguistics, (2) language-modification approaches, (3) linguistic approaches, (4) language-experience approaches, (5) bilingual education, and (6) teacher-school factors. Conclusions on the basis of research in these 6 areas are given. Also given are implications and specific directions for (1) basic research in language and reading processes, (2) normative descriptive studies of processes involved in reading, (3) pre-school educational research and leadership, (4) research in the teaching of English as a second language and bilingual education systems, and (5) basic and applied research into current school practices, conditions, and possible promising innovations. An 88-item bibliography is appended. (NQ)

This paper examines possible interchanges between cognitive and language processes with particular attention given to concept formation and semantic language development. Aspects of psychological and contemporary linguistic theories are discussed as a way to interrelate the functions of thought and language. The author concludes that while language is subordinate to fundamental thought processes, language ought not be regarded as a passive instrument operating on behalf of the intellect. Through correct application of linguistic rules, concepts seem to be fully expressed when words are joined in sentences. However, the ability to encode and decode words in sentences depends ultimately on seeing single words as concept labels. Language and concept formation are so interwoven that their precise interrelationships are difficult to define. Because of the similarities between the two, it is proposed that the acquisition and development of word meaning be reformulated in verbal concept learning terms, while the relationship governing words be treated in the framework of language development. (Author/DI)

This book deals with the topics of how oral language is related to reading and how the English teacher can effectively exploit this relationship. The contents of the book are papers from the 1967 NCTE spring institutes for elementary teachers and supervisors. Walter J. Moore examines the role of the reading teacher and points out the value of this book for directing inservice education in linguistics. A knowledge of psycholinguistics in relation to the teaching of elementary language arts is discussed by John B. Carroll. Jean Berko Gleason outlines recent findings on how children use language at various age levels and relates these findings to teaching practices. Wick R. Miller discusses the reading-language acquisition relationship and suggests that teaching methods are less important than the child's personal initiative. Henry J. Sustakoski summarizes recent discoveries in linguistics and illustrates their relevance for English teachers. Three types of classroom problems involving linguistics and reading are examined by David W. Reed, and the reasons for using more than one English dialect are set forth by Roger W. Shuy. The function of oral language in language learning and some ways in which it can be combined with other aspects of the linguistic program are suggested by Walter Loban. (This document previously announced as ED 029 026.) (LH)

Abstracts of 23 addresses given at the Sixteenth Annual Conference on Linguistics are presented in this report. The papers given at the conference deal with French, American English, English, Japanese, Cantonese, Latin, and Proto-Indo-European and cover a wide variety of topics, including dialectology, form classes, grammar, and semantics. The complete program of the conference is also included. (RL)

Thirteen papers have been collected in this book to indicate professional concern about English instruction at all levels and to articulate the role of the teacher, teacher educator, academician, and federal government in changing current English teaching practices. Topics of articles are (1) the intellectual, civic, and ethical responsibilities of the teacher, by Howard Mumford Jones, (2) "What English Institutes Could Be," by Harold Martin, (3) "Encouraging Good Teaching through Institutes," by Donald Bigelow, (4) workshops designed to bring educators and academicians into closer association with public school teachers, by Warner Rice, (5) "Research Programs of the U. S. Office of Education," by Francis Ianni, (6) suggestions for the English professor who requests federal aid for his project, by Kenneth Mildenberger, (7) "The Potential in Potential Dropouts," by Miriam Goldstein, (8) "Teaching the Culturally Disadvantaged," by Daniel Thompson, (9) a remedial summer English program for black college students in Birmingham, by John Monro, (10) "Linguistics in the English Institutes," by H. A. Gleason, Jr., (11) "Grammar and Rhetoric," by Francis Christensen, (12) "All Students Hunger for Great Literature," by Joan Wofford, and (13) "Developing Writing Power in the Elementary School," by Dorothy Saunders. (JB)

The five papers collected in this booklet present an overall view of language development from the early 1950's to the present. Joshua A. Fishman discusses language and the problems of social and national development and indicates how sociolinguistic research may illuminate these problems. Albert H. Marckwardt considers the teaching of English as a foreign language, discussing the postwar and present situations, the role of linguistics, teaching materials, and the teacher shortage. Kenneth Mildenberger discusses progress in teaching and research in both the commonly and uncommonly taught languages, considering learning theories, instructional improvement, instructional materials, professionalism, and Federal aid. Implications of the new technology for language teaching are examined by Wilbur Schramm, who discusses the present and possible future uses of accepted technological devices and examines the more controversial technological developments. Melvin F. Fox reports on Ford Foundation activities (1951-66) in support of foreign language teaching and the teaching of English as a second language at home and abroad. (AR)

The research paradigm of Farley and Manske on individual differences in the orienting response (OR) defined by heart rate (HR) deceleration was extended to performance in reading readiness tasks. The OR was measured in 114 kindergarteners. Fifteen trials of pure tone stimulation (1000 cps, 61 db) followed by a 16th trial at 2000 cps and a light-off stimulus were presented. The ORs to the initial, 16th and light-off trials were used in the analysis. A baseline-free measure of HR deceleration was employed. Reading-related tasks were the Metropolitan Readiness Tests and the de Hirsch battery. Principal components solution and normal varimax rotation indicated some contribution of the OR to the reading related tasks, though this was markedly moderated by sex. (Author)

Foreign influences in the Russian language leading to linguistic change through loanword borrowing, loan translation, and loan shifts are explored in this article. Related concepts of the processes described are often accompanied by comparative word lists. Comment on the evolution of the Russian language begins with the Proto-Slavic period and is developed through the era of Stalin. Reasons for the exceptional amount of language borrowing under the rules of Peter and Nicholas are noted. A bibliography is included. (RL)

THE INITIATION OF A GRADUATE PROGRAM IN LINGUISTICS AT OHIO UNIVERSITY (ATHENS, OHIO), WHERE NO UNDERGRADUATE PROGRAM EXISTED, NECESSITATED THE RAPID DEVELOPMENT OF A VALID RECOMMENDED READING LIST OF STANDARD WORKS FOR STUDENTS IN THE NEW PROGRAM. COMBINED TO PRODUCE A COMPOSITE GENERAL BIBLIOGRAPHY FOR LINGUISTICS WERE THE ITEMS THAT APPEARED ON AT LEAST TWO OF THE NINE SOURCE LISTS OF RECOMMENDED READING MATERIALS THAT HAD BEEN RECEIVED ON REQUEST FROM THE UNIVERSITY OF CALIFORNIA AT BERKELEY, COLUMBIA UNIVERSITY, GEORGE WASHINGTON UNIVERSITY, THE UNIVERSITY OF ILLINOIS, INDIANA UNIVERSITY, THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY, THE UNIVERSITY OF PITTSBURGH, PRINCETON UNIVERSITY, AND THE UNIVERSITY OF TEXAS. NUMBERS ADDED TO EACH BIBLIOGRAPHIC ENTRY IDENTIFY THE SOURCE LISTS FROM WHICH THE ITEM WAS TAKEN. OF THE 131 ITEMS PLUS EIGHT JOURNALS THAT MAKE UP THE COMPOSITE, ONLY TWO WERE ENDORSED BY ALL NINE SOURCES, AND 66 WERE RECOMMENDED BY THE MINIMUM CONSENSUS OF TWO. (AB)