Examines social and economic pressures that will determine the course of teacher education in English over the next decade and presents ideals toward which the profession might strive. (DD)

Explains several options or roles for classroom teachers of English to learn at a teacher center: participant, resource person, workshop leader, center director or staff member, and policy board member. (DD)

Explores the responsibilities of junior high/middle school language arts teachers in the 1980s and reports on the functions of the JH/MS Assembly of the National Council of Teachers of English. (DD)

Discusses the history of television, its possible socioeconomic influence in the 1980s, programing trends, and television technology. (DD)

Provides a framework for an expanded view of language--moving beyond traditional verbal language--that will be useful to educators in the 1980s. (DD)

Suggests that oral interpretation units in language arts courses have value in themselves in addition to their value in helping students improve their writing skills. (DD)

Provides pertinent information on 24 journals that represent publishing opportunities for teachers of writing. (DD)

The author of five best-selling novels, including "Carrie,""Salem's Lot,""The Shining,""The Stand," and "The Dead Zone," discusses the teaching of creative writing at high school and college levels. (DF)

Based on observations and personal interviews, the author reports on the changing nature of English instruction in China. She notes that English instruction is very highly developed in China, with the first exposure to English occurring in the third grade; instruction continues in foreign language schools, universities, and vocational…

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

All disciplines are potentially useful for fuller interpretation of reality. Interdisciplinary instruction should emphasize cooperation, rather than conflict, among disciplines. Topics can include objects and processes (a horse or a river), events (the fall of Rome or migration), and issues (alcohol, crime, sports, or self and society). (DF)

Reports on a four-year-old, team-taught secondary interdisciplinary program that combined English, social studies, biology, and geometry. The course was organized into three phases: (1) the "Paper Chase," teaching learning skills; (2) "Welcome to the Monkey House," which addressed fundamental human issues; and (3) "Phase Out," or personal…

Describes an attempt to combine secondary English instruction emphasizing United States literature with science and history by finding "common ground" between these disciplines in (1) the separation of truth from falsehood and (2) logical thinking. Biographies combined history and literature, and science fiction combined science and English;…

Describes an experiential lesson plan for using garden snails in secondary English. Shows how the observation of snails can be tied into reading, writing, and dramatics activities. (DF)

Describes an interdisciplinary unit in the history and literature of the United States that focuses on ethnic pluralism. Writing assignments combine research and critical analysis, using literary works and historical texts. Topics include the question of individual and moral responsibility, American Indians, slavery, Judaism, and the South. (DF)