The purpose of this master's degree project was to help teachers enhance children's language through the use of a variety of activities. Specifically, there were three stages to the project: (1) selection and preparation of a set of activities designed to elicit child language in each of several areas of the Tough classification of children's oral language usage; (2) preparation of instructions for classroom aides and teachers guiding the selection and use of specific activities from the set; and (3) field testing of a stratified sampling of the activities to assess the utility of the instructions and the effectiveness of the activities in improving child language. This document contains an introduction and a statement of the problem, a review of the literature, a short bibliography and extensive appendices. Appendix A provides a framework for the classification of the uses of language. Appendix C offers numerous examples of language games and activities corresponding to Tough's types and subcategories: directive/self-directing, directive/other-directing, interpretive/reporting on present and past experience, interpretive/reasoning, projective/predicting, projective/empathetic, projective/imagining, relational, self-maintaining, relational/interactional. (RH)