Describes Project Upward Bound, a federal program providing the disadvantaged with opportunities for completing postsecondary education. Shows high school English teachers how they can join with Upward Bound programs to strengthen student language learning. (JT)

Argues that the United States system of education mirrors, creates, and legitimates inequalities of the larger society that supports it. (JT)

Traces the history of the "compulsory-cure" model of United States education (in which students are assumed to need "curing") that is currently in use. Notes the problems caused by accepting and perpetuating this educational model. (JT)

Provides evidence of students' varying cognitive styles. Notes the implications of these differences for English teachers, especially those teaching students from various cultural backgrounds. (JT)

Presents reasons for the lack of support for mainstreaming in secondary English classrooms. Suggests techniques that English teachers can use to adapt their teaching to the needs of all students. (JT)

Relates some of the author's experiences while teaching on the Pine Ridge (South Dakota) Sioux Reservation, showing how learning barriers can be broken with a little understanding between teacher and students. (JT)

Outlines reasons for having programs for the gifted. Describes the gifted instructional program at the author's high school. (JT)

Considers the historical perspectives of teaching English to students in technical and vocational education programs. Provides ideas and resources for engaging such students in English study. (JT)

Considers the challenges, opportunities, and advantages of teaching in a lifelong learning program. (JT)

Describes two projects to involve vocational-technical students in English instruction. Suggests ways to use graduation and yearbooks in end-of-the-year English activities. (JT)

Offers a handout for helping remedial, unmotivated readers to become more critical readers. (JT)

Laments the trend toward accountability, basics, and technique. Proposes more realistic, meaningful, humanistic communication between students and teachers to establish optimal learning environments. (JT)

Discusses resources for initiating culturally pluralistic perspectives in English classrooms, and for using multiethnic materials in the English curriculum. (JT)

Lists Korean works of fiction and autobiography, as well as resource books for students and teachers. (JT)

Urges language arts teachers to consider and follow the statements on teacher workload issued by the National Council of Teachers of English. Suggests ways in which individual teachers can improve their profession. (JT)