Characteristics of language variety are identified, and language systems are viewed as having their own sympathetic patterns which are not deviant from but which are different from each other. The relationship of language variation to literacy is discussed, and matching beginning reading materials to the child's oral language is seen to facilitate learning how to read. Teachers are encouraged to defer their desire to correct every nonstandard form in their students' speech and are urged to encourage communication in their students. The study of children's language is viewed as the core area of teacher preparation. Areas of suggested study which are briefly explained include the nature of language in general and of nonstandard English, field work in child language, and oral language and reading. (RT)