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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This collection of conference papers includes: (1) "Theories, Evidence, and Practice in Foreign Language Teaching" (Richard Schmidt); (2) "Teaching Korean Grammar in Context: -myen and -ttay" (Sahie Kang); (3) "Teaching Politeness Routines in Korean" (Ho-min Sohn); (4) "Vocabulary-Building Activities" (Boyang Park); (5) "Implementation and Evaluation of a Task-Based Approach to the Teaching of the Korean Language" (Youngkyu Kim, Dong-Kwan Kong, Jin-Hwa Lee, and Young-Geun Lee); (6) "Effects of Task Complexity on L2 Production" (Young-Geun Lee); (7) "Recognition and Retention of English Loanwords by Learners of Korean" (InJung Cho); (8) "The Number Concept of Korean People" (Sunny Jung); (9) "The Film, the Poem and the Story: Integrating Literature into the Language Curriculum" (Ann Y. Choi); (10) "Exploring the Possibilities of WBLT for Operational Testing Purposes: Web-Based Korean as a Foreign Language Testing" (Siwon Park); (11) "Increasing Korean Oral Fluency Using an Electronic Bulletin Board and Wimba-Based Voiced Chat" (Sunah Cho and Stephen Carey); (12) "Interactive Online Exercises: Retention of Non-Heritage Learners in a Mixed Class" (Hye-Won Choi and Sunghee Koh); (13) "Using HyperStudio for Teaching Korean" (Eun-Hee Koo); (14) "Developing a Business Korean Course Based on a Systematic Approach" (Andrew Byon); (15) "Two New Publications for Intermediate Level Korean" (Kyungnyun Kim Richards); (16) "Language Shift in Bilingual Students: A Sociolinguistic Survey of Korean-American College Students" (Steven K. Lee and Ruth Ahn); (17) "Recent Trends in Foreign Language Teaching in the United States: The Role of Heritage Learners" (Dong Jae Lee); (18) "Korean Language Education in New York City Public Schools" (Bongsoon Yow); (19) "An Analysis of Errors in Speaking Practice" (Sang-Il Lee); (20) "An Error Analysis in Relation to Typological Differences" (Boyang Park); (21) "Issues of Heritage Learners in Korean Language Classes" (Hi-Sun Helen Kim); (22) "Heritage vs. Non-Heritage Issues Revisited" (Clare You); (23) "The Degree of L1 Interference among Heritage and Non-Heritage Learners of Korean: Do Heritage Learners Have Advantages over Non-Heritage Learners?" (Jung-Tae Kim); (24) "English-Speaking Students' Written Language Development in Korean in a Korean/English Two-Way Immersion Program" (Joung Hoon Ha); (25) "Cross-Cultural Variations in Personal Essays: Second Language Writing by American Learners of Korean as Compared to Native Koreans' Writing" (Ooyoung Che Pyun); (26) "Reflective Journal Writing in the Korean II Class" (Hye Young Chung); and (27) "Socio-Pragmatic Functions of the Interactive Sentence Ender -ney from the Politeness Perspective" (Soo-ah Kim Yuen). (Papers contain references.) (SM)

This issue includes the following articles: "Towards a Sociolinguistics of Style" (Alan Bell, Gary Johnson); "Engendering Identities: Pronoun Selection as an Indicator of Salient Intergroup Identities" (Miriam Meyerhoff); "A Majority Sound Change in a Minority Community" (Carmen Fought); "Addressing the Actuation Question for Local Linguistic Communities" (Lisa Ann Lane); "Typologizing the Sociolinguistic Speech Community" (Otto Santa Ana and Claudia Parodi); "Symbolic Identity and Language Change: A Comparative Analysis of Post-Insular /ay/ and /aw/" (Natalie Schilling-Estes, Walt Wolfram); "The Geolinguistics of Sound Change in Progress: /l/ Vocalization in Australia" (Barbara M. Horvath, Ronald J. Horvath); "Urban Sound Change beyond the Cities: The Spread of the Northern Cities Chain Shift" (Matthew J. Gordon); "Dialect Contact, Focusing and Phonological Rule Complexity: The Koineisation of Fenland English" (David Britain); "Sociolinguistic Coherence of Changes in Standard Dialect" (J. K. Chambers); "Adaptive Sociophonetic Strategies and Dialect Accommodation: /ay/ Monophthongization in Cherokee English" (Bridget L. Anderson); "Phonetic Realization of Final Engma in Taipei Mandarin" (Fu-Dong Chiou); "Frequency Effects in Variable Lexical Phonology" (James Meyers, Gregory R. Guy); "Variation in the Nativization of Foreign [a] in English" (Charles Boberg); "Rule Inversion in British English Dialect: A Sociolinguistic Investigation of [r]-sandhi in Newcastle upon Tyne" (Paul Foulkes); "Optimality and the Syntax of Lectal Variation" (Rakesh M. Bhatt); "The Truth about Codeswitching in Insular Acadian" (Ruth King, Terry Nadasdi); "Empirical Analysis of Anti-Immigrant Metaphor in Political Discourse" (Otto Santa Ana); "Is There an Authentic African American Speech Community: Carla Revisited" (Lanita Jacobs-Huey); "Yorkville Crossing: A Case Study of the Influence of Hip-Hop Culture on the Speech of a White Middle Class Adolescent in New York City" (Cecilia A. Cutler); and "Modeling Contact-Induced Language Change" (Naomi Nagy). Tables, figures, charts, graphs, and references are included in individual articles. (KFT)

This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)

This issue includes the following articles: "Assimilation to the Unmarked" (Eric Bakovic); "On the Non-Universality of Functional Projections and the Effects on Parametrized Variation: Evidence from Creoles" (Marlyse Baptista); "What Turkish Acquisition Tells Us about Underlying Word Order and Scrambling" (Natalie Batman-Ratyosyan, Karin Stromswold); "Constituting Context: Null Objects in English Recipes Revisited" (Emily Bender); "Decomposing French Questions" (Cedric Boeckx); "A Conspiracy Argument for Optimality Theory: Emakhuwa Dialectology" (Farida Cassimjee, Charles W, Kisseberth); "Light-Headed Relatives" (Barbara Citko); "Semantically Charged Syntax and the Construction of Meaning" (Kristin M. Eide and Tor A. Afarli); "'Punctuality' and Verb Semantics" (Stefan Engelberg);"Acquisition of Default Inflectional Suffixes: Japanese Adjectives" (Miho Fujiwara); "Possessor Extraction in Child English: A Minimalist Account" (Elena Gavruseva, Rosalind Thornton); "The Long Distance Anaphora Conspiracy: The Case of Korean" (Kook-Hee Gill); "Topic, Focus, and the Grammar-Pragmatics Interface" (Jeanette K. Gundel); "Two Ways of Describing Distributive Readings" (J.R. Hayashishita); "The Reduplicative Nature of the Bulgarian Definite Article" (Ben Hermans); "The Origin of the Pre-Ossetic Oblique Case Suffix and Its Implications" (Ronald Kim); "A Hierarchy of Phonetic Constraints on Palatality in Russian" (Alexei Kochetov); "Japanese Floating Classifiers" (William McClure); "A-Scrambling Exists!" (Martha McGinnis); "Perception and Production of American English Tense and Lax Vowels by Japanese Speakers" (Michelle Minnick Fox, Kazuaki Maeda); "The Syntax of Adjunct Wh-NPs" (Masao Ochi, Tien-Hsin Hsin); "Reflexives and Constraints on the Borrowing of Discourse Function: Creoles and Tahitian French" (Kieran Snyder); and "Two Types of Verb Particle Constructions" (Mikael Vinka). References are appended to each article. (KFT)

This issue includes the following articles: "A Multi-Modal Analysis of Anaphora and Ellipsis" (Gerhard Jager); "Amount Quantification, Referentiality, and Long Wh-Movement" (Anthony Kroch); "Valency in Kannada: Evidence for Interpretive Morphology" (Jeffrey Lidz); "Vietnamese 'Morphology' and the Definition of Word" (Rolf Noyer); "The Conflict between Future Tense and Modality: The Case of 'Will' in English" (Anoop Sarkar); and "Predemonstrative Modifiers in Mandarin" (Alexander Williams). References are appended to each article. (KFT)

This issue includes the following articles: "Detaching Discourse Functions from Functional Projections" (Dora Alexopoulou); "Interface Conditions on Child Language: A Crosslinguistic Look at Genitives" (Sharon Armon-Lotem, Stephen Crain); "Formal Features and Movement at PF" (Ralph C. Blight); "Semantic Features of Determiners: Toward an Account for Complements of D" (Jocelyn Cohan); "Discourse Deixis and Anaphora Resolution in German" (Miriam Eckert); "The Syntax of IPP-Constructions and the Structure of the Lower Middlefield in Westgermanic" (Roland Hinterholzl); "Pre-Boundary Lengthening: Universal or Language Specific? The Case of Hungarian" (Beth Ann Hockey, Zsuzsanna Fagyal); "Some Reconstruction Riddles" (Howard Lasnik); "The Life and Death of Derivational Morphology: Reduplication in Oroqen (Fengxiang Li, Lindsay J. Whaley); "Chains and Phono-Logical Form" (Jeffrey Lidz, William J. Idsardi); "Deixis and Interactional Construction of Context" (Simona Pekarek); "Complex Small Clauses" (Joan Rafel); "Sloppy Definites (Ann M. Reed); "An Event Syntactic Account of Delimitation in Mandarin" (Chuanchih Wang); and "Restructuring Control" (Susi Wurmbrand). References are appended to each article. (KFT)

This issue contains the following articles: "Was Mir Wisse: A Review of the Literature on the Languages of the Pennsylvania Germans" (David Bowie); "Tigrinya Root Consonants and the OCP" (Eugene Buckley); "Duration of Onset Consonants in Gay Male Stereotyped Speech" (Sean Crist); "PRO, the EPP and Nominative Case: Evidence from Irish Infinitivals" (Heidi Harley, Andrew Carnie); "Palatalization and Umlaut in Korean" (Soonhyun Hong); "Exceptional Case Marking in the Xtag System" (Seth Kulick); "Functional and Pair-List Embedded Questions" (Yael Sharvit); and "The Perfect, Contingency, and Temporal Subordination" (Beverly Spejewski). (KFT)

This issue contains the following articles: "The Pragmatics of Wh-Question Intonation in English" (Christine Bartels); "The Nature of Object Agreement in Hungarian" (Huba Bartos); "Voah Mei Daett Sei Deitsh: Developments in the Vowel System of Pennsylvania German" (David Bowie); "Event Time Properties" (Gerhard Brugger); "Polarity in Spanish, French, and English" (Dee Cain, Renee J. O'Brien); "Chanting Intonation in French" (Zsuzsanna Fagyal); "Sui Generis Genericity" (Hana Filip, Greg Carlson); "South Slavic Clitic Placement Is Still Syntactic" (Steven Franks); "Permission Sentences in Dynamic Semantics" (Javier Gutierrez-Rexach); "Do I Sound 'Asian' to You? Linguistic Markers of Asian American Identity" (David B. Hanna); "Subcategorization Semantics and the Naturalness of Verb-Frame Pairings" (Edward Kako); "Extraction, Gradedness, and Optimality" (Frank Keller); "A Non-Scalar Account of Apparent Gradience: Evidence from Yo and Ne" (Yuriko Suzuki Kose); "No Escape from Syntax: Don't Try Morphological Analysis in the Privacy of Your Own Lexicon" (Alec Marantz); "What Does the Copula Do?" (Kunio Nishiyama); "Disyllabic Requirement in Swahili Morphology" (Jae-Ick Park); "Aspectual Shifting in the Perfect and Progressive" (Laura Wagner); "A Model-Theoretic Approach to A-Not-A Questions" (Jianxin Wu); and "Against Overt Particle Incorporation" (Jochen Zeller). Diagrams, tables, and references appear throughout the articles. (KFT)

The papers in this volume resulted from a conference of British language educators convened to explore the common interests of those concerned with teaching English and foreign languages, particularly to the 11-15 age range. The students' social background and the special needs of immigrant children were also considered in relation to language in the curriculum. The first eight papers in this collection are revised versions of those presented at the conference. They are: (1) "English and Foreign Languages" by G. E. Perren, (2) "A Social View of Language in School" by Harold Rosen, (3) "Towards an Educational Theory of Language" by Peter Doughty, (4) "English in the Curriculum" by James Britton, (5) "Modern Languages in the Curriculum" by Eric Hawkins, (6) "Attitudes Toward Foreign Learning in Early Adolescence" by Clare Burstall, (7) "Patterns in the Discourse of Pupils and Teachers" by Ian J. Forsyth, and (8) "The Space Between" by James Wight. The ninth paper draws attention to some problems arising from discussions at the conference. An appendix listing participants is included. (Author/LG)

This paper discusses the need for foreign language students to develop positive attitudes about regional and social dialect variation, while learning dialectal patterns that will best facilitate their widest acceptance into a community of target language speakers. The latter issue was tested in a study in which native speakers of American English rated voices according to personality traits. Two of the four diagnostic voices were native speakers of American English, one with no pronounced regional or class grammatical markers, the other with strong east-Texas pronunciation and accompanying grammatical markers. Two other voices were both native speakers of Jordanian Arabic, one devoid of American English regional markers and the other having them. By far the greatest number of negative evaluations went to the Jordanian Arabic speaker who used many American English regionalisms. In order to develop linguistically defensible attitudes in their students, language teachers must be familiar with regional markers. Methods to develop sensitivity to language variation include using novels and other popular reading materials, having the students bring their own examples, and having students paraphrase examples as an exercise in style-shifting. (Author/CLK)

This paper describes the English language problems encountered by foreign students at New Mexico State University, students whose previous educational experiences have included extensive use of British English. Specifically dealt with are West African students having lived in a situation where "transplanted English" was introduced by administrators and military men, but did not succeed in eradicating the preexisting languages of the territories in question. Following a discussion of the historical and educational background of New Mexico State University, the foreign student background is described, and features that characterize the varieties of English spoken by these students are listed. Since few foreign students succeed in regular freshman English composition courses, the university has a special English program. Admission and placement of foreign students is discussed, and comparison is made with courses in Spanish for native Spanish-speaking Americans. Three basic needs are defined: (1) greater intelligibility in speech, (2) greater intelligibility in writing, and (3) a greater sociolinguistic range in terms of knowing the rules that govern interaction and conversation in American English. It is hoped that the existing English course for foreign students can be revised to meet these needs. (CLK)

This paper focuses on language diversity in Chicano speech communities in the United States and its relation to the teaching of Spanish to Chicano bilinguals. Attempts to teach standard Spanish to Spanish-speakers in the United States have been unsuccessful for the most part, because the schools recognize only a single standard of "correctness" that is not always the same as that used in the communities. Attempts to teach Spanish as a mother tongue to Chicano students are reviewed, and the need to establish guidelines for the evaluation of current positions and programs is addressed. The sociopolitical, socioeconomic, and educational experiences of Chicanos are reviewed based on an assessment of the present sociolinguistic situation of Chicanos. This situation consists of a language repertoire with various codes that depart from the Mexican Spanish linguistic tradition, an asymmetrical type of bilingualism, and the use of Spanish viewed as transitional and not valued in the broader society. It is concluded that collaboration between sociolinguists and language instructors is needed since Spanish language instruction for Chicano bilinguals is not equivalent to instruction in a first language. (SW)

The investigation described in this paper was concerned with language alternation (code-switching) in the speech of Chicano migrant workers in Florida. In order to study Chicano bilingualsim, three principal sources were utilized: (1) a revised version of Wolck's sociolinguistic background questionnaire; (2) pictorial questionnaires such as Sapon's Pictorial Linguistic Interview Manual and pictures taken from newspapers, magazines, and the Sear's catalogue; and (3) relaxed conversational situations between bilinguals, taped by residents of the migrant camps. The specific purpose of the research was to observe the use of unassimilated loanwords which were phonologically English, but which were used in the Spanish of 33 informants. It was found that the vast majority of informants did not rely on direct English borrowings. If they borrowed any lexical items at all, they tended to assimilate them into their Spanish. They were aware of the linguistic norms of at least one of the two languages and they were sensitive to the separate identity of Spanish and English. Three sample conversations are presented, followed by an analysis of the various causes for the language switching in each. Educators should recognize the differences between Chicanos who switch from Spanish to English because they cannot distinguish the two languages, or from an inability to recall Spanish lexical items, and those who use language switching deliberately in order to convey additional affective meaning. The habit of the latter group should be recognized as an assertion of their dual cultural heritage. (CFM)

This paper examines the question of language loyalty in the United States and explores the implications that the institutional teaching of modern languages may have for ethnic language maintenance. The education of United States ethnics has always resulted in the loss of the ethnic tongue as a resource. However, although negative attitudes toward ethnicity, on the part of both ethnics themselves and non-ethnics, have been diminishing, ethnic cultural recovery does not automatically imply mother tongue recovery. In the past foreign language departments have treated U.S. ethnic tongues only as foreign (or second) languages. They are prepared to attend to the needs of those ethnics who are English-speaking monolinguals and who want to acquire as a second language the tongue of their cultural group but not to the needs of ethnics who are either monolingual in the ethnic tongue or bilingual in any degree. If the U.S. were to adopt a language planning policy that had as its specific goal the maintenance and development of ethnic tongues, it could not turn for expertise to the modern language field. The methodology for teaching ethnic language arts is still in its infancy and there is no general movement on the part of conventional language departments to aid in its development. However, if some significant attitudinal and methodological changes were made, no place would be more adequate than a language department to train teachers in the language and culture of a group or to turn students into educated users of their own native language. (Author/CFM)

This is an analysis of the stylistic variation in English of a wide range of speakers. A main point is that in analyzing speech styles it is important to elecit more than one style from each speaker, as both interview conditions and other factors may influence style. The paper presents some concrete examples of two major stylistic divisions, spontaneous and controlled, and posits reasons for the stylistic variations. From this evidence, psychoacoustic and psycho-sociolinguistic generalizations are stated. An analysis of acousitic data demonstrates that an understanding of speech production in more than one style facilitates understanding of style variation. Spectrographic measurements mapped the speaker's vowel systems as each speaker was tested as to both spontaneous and controlled speech. Attention especially focused on vowels in a state of flux, as these provide variation. It was concluded that social as well as phonetic factors affect sylistic variation; that variation in stylistic patterns is not limited to only one social or cultural group; and that this type of multistylistic analysis can provide useful information to the dialectologist and the psychoacoustician as well as the phonetician and sociolinguist. (Author/AM)

This paper explores the differences between the understanding or knowledge of certain social rules, and their use, as seen in pronoun selection, by children in two different social settings within the same culture area. Different philosophies concerning the interdependence of social, cognitive, and linguistic development are reviewed. The specific study described involved three age groups of Hungarian children living in two different locations. They were required to complete a multiple-choice test and a role-playing test, designed to examine the interrelationships between the acquisition of social and linguistic rules, and the development of logical structures, based on the complexity of the Hungarian personal pronoun system. It was assumed that different social environments affect both the acquisition of sociolinguistic knowledge and role-taking ability, so that the two areas chosen differed in the areas of the adult role system and the amount of verbal and social interaction to which the children were exposed. Results indicate that though there are noticeable differences in the overall performance of the two groups, both groups performed better on the multiple-choice test than in role playing. Social environment has limited effect on knowledge of appropriate forms, while it definitely influences ability to use proper forms. (CLK)

Romanes is the collective name for dialects spoken by over six million Rom throughout the world. It is felt that a standard language is an essential factor for the attainment of a united future and the possible creation of the Gypsy state of Romanestan. This paper deals with some of the problems involved in creating such a unified and standardized language, particularly problems of orthographic standardization. The central issues include: (1) prevailing non-Gypsy attitudes towards the Rom and Romanes, with the consequent effects upon the attitudes of the speakers toward themselves and their language; (2) the diversity of dialects, which raises the question of whether a composite variety should be created rather than standardizing one existing dialect; (3) the problem of individuals who no longer speak Romanes per se, but rather creolized forms of the language; and (4) the question of literacy, and attitudes towards it and formal education in general. Accompanying the discussion of these issues are a historical sketch of Romanes and a description of its modern dialects, a phonological description and a discussion of specific linguistic problems, specifically those encountered in devising an orthography. (Author/CLK)

This volume consists of 35 papers divided into the following 12 sections: (1) organizational policy: a dialogue between TESOL and bilingual education--two papers on compatibility and cooperation; (2) second language acquisition--six papers dealing with language learning and teaching, effect of background on learning, order of acquisition, overgeneralization, error analysis and some future trends; (3) research on teaching behavior and curriculum--two papers dealing with delayed oral practice and teachers' treatment of error; (4) two papers on bilingual education: issues in program planning; (5) regional dialects in bilingual education and ESOL--three papers dealing with the speech of Spanish-speaking Americans, language contact and dialect; (6) two papers on nonverbal communication in the classroom; (7) human relations, affect, and communicative competence--four papers on developing communicative competence through humanism and group work; (8) general ESOL teaching techniques--four papers about communicative starters, games, mini-lessons and television commercials; (9) teaching specific aspects of English--two papers on numbers and passive voice at beginning levels; (10) teaching writing skills--three papers on composition courses, sentence combining and collective storywriting; (11) teaching reading skills--three papers on advanced reading, teaching of literature and reading the news; and (12) new developments in testing--two papers on intercultural acceptance and the cloze procedure. The cross-referenced ED numbers, above, refer to papers from this collection already in the ERIC system. (TL)

The conference was held to alert teachers and other interested persons to the complexities of linguistic diversity in Australia, with attention focused on the immigrant child. This report includes the individual conference papers, presented by Marta Rado, Bert Townsend, Michael Clyne, Alan Matheson, and Rede Lar, and the comments of symposium and forum participants. The implications of bilingualism and biculturalism are analyzed from the standpoint of language development, language contact, social integration, social mobility, and communication interference. Principals and teachers elaborate on the practical problems encountered in schools with a high degree of immigrant intake. The Multilingual Project, a form of bilingual education developed at La Trobe University, is discussed by school staff who had direct experience with the materials, and its theoretical foundations are described. English-speaking teachers can participate in this program with the help of bilingual pupils, parents, or other assistants. Materials are student-centered, with emphasis on conceptual development. Learners may study in the language of their preference. Project materials are produced in parallel forms of English and immigrant languages, and the units are suitable for independent or small group study. (Author/CLK)

Differences between Cree and North American middle class patterns of interactional etiquette are discussed. Interactional etiquette is defined as the verbal and non-verbal conventions that are involved in communication among individuals, including greeting, leave taking, asking questions, disagreement, and interruption. The Cree communicate more with silence, interrupt less, and ask questions less directly than non-Indian North Americans. Old people, especially old men, play the central role in traditional education. The result is a potential for misunderstanding and conflict in classrooms which are based on the Anglo middle class North American model, often with a woman teacher. Teachers should be sensitive to the patterns of interactional etiquette of their students. The successes and failures of a pilot television project, attempting to incorporate principles of Cree learning and teaching are described. The Cree speak two varieties of their own language as well as a distinctive variety of English. It is maintained that attempts to teach children to use standard English are ineffective and tend to make all teaching seem to the Cree like the imposition of an alien culture. (Author/JB)

A corpus of Black English (BEV) data is re-examined with exclusive attention to the "is" form of the copula. This analysis differs from previous examinations in that more constraints have been introduced, and the Cedergren/Sankoff computer program for multivariant analysis has been employed. The analytic techniques that are used allow for a finer gradation of factors than is found in previous BEV copula research. This research has shown that NPs with determiners strongly favor both contraction and deletion rules, while NPs without determiners show no measurable impact on either rule. It is further demonstrated that, in the case of determiners, the variation must be attributed to grammatical forces. The adjective and locative categories, which were previously analyzed as a single constraint, are also separated and examined individually. Structural parallels to Jamaican Creole English emerged, lending strong support to Fasold's recent stages for the development of present tense "be" deletion in Black English, as well as reinforcing the Creole origin hypothesis. Finally, this analysis further substantiates the diachronic potential of the Cedergren/Sankoff program and demonstrates that variable rules can effectively identify cases of linguistic stability. (Author/AMH)

This paper offers a two-step review to be used in designing dominance assessment plans and in determining appropriate instrumentation. The first step provides a classification system of dominance instruments according to testing specificity and strategy. The second step suggests criteria by which such instruments can be evaluated and selected. Selected dominance assessment instruments are categorized in a three-way descriptive matrix. The global/specific dimension distinguishes instruments which tend toward generic screening of gross language behavior from those which tend toward a refined classification of specific language indicators. Within the global and specific modalities, oral and aural performance subclasses are designated. The third dimension consists of four major strategies: rating, home interview, indirect, and parallel instruments. Specific examples of instruments are given to clarify how the classification matrix operates. Criteria for evaluating and selecting tests include examinee factors relating to developmental and cultural appropriateness, administrative and logistic factors, and psychometric considerations. A sample evaluation of Burt's Bilingual Syntax Measure is provided. (CLK)