Interviews Gordon Wells of the Ontario Institute for Studies in Education, Toronto, Canada. Wells extends the concept of children negotiating with people in their environment to create meaning to teachers taking control of their own learning and in so doing facilitating children's taking control of their own learning. (HTH)

Describes a class project involving collaborative partnerships in which fifth graders wrote books for first graders. (HTH)

Reviews materials from the ERIC system and other sources on providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and real audiences in the self-contained elementary classroom. (HTH)

Focuses on reading instruction to assess the role of language arts instruction in homogeneous societies of recent decades. Uses this assessment to explore the changes that future pluralistic societies will require. Asserts that to accommodate a pluralistic society, classroom structure, communication, and organization must use language for…

Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

Asserts that observation is the key to discovering what non-native students already know about English and what their inclinations and abilities are when they enter the classroom. Documents a first-grade teacher's experiences with second-language learners in her classroom. (MM)

Reports a case study which reveals that children use the knowledge they hold about what writing is for, how writing is created, and the conventions of writing in their first language to help them write successfully in the second language. (MM)

Corrected reprint of an article originally published in Language Arts, volume 66 number 2 (February 1989). See CS 737 385. (MM)

Discusses current research and issues concerning multilingual learners, and makes suggestions for school programs addressing bilingualism and multilingualism. (MM)

Discusses children's interest in names, and the importance of this interest for their developing literacy. (MM)

Presents observations concerning teachers as researchers organized around such issues as the roots of teacher research, the new interest in the topic, how teacher researchers are viewed by researchers, how they conduct research, what conditions support such research, and the value of such research. (RS)

Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)

Reacts to Frederick Burton's response (same issue) to her article on teachers as researchers. Emphasizes the value of collaborative research projects, the need for teacher researchers not to imitate the work of traditional researchers, and the use of local forums to give teacher researchers recognition. (RS)

Argues that teacher researchers are reflective practitioners searching for insights to improve their teaching practice, which does not exclude them from "proving" generalizable truths. Argues that different interpretations of the term "teacher researcher" enrich the debate. (RS)

Argues that a democratic, emancipatory research model consisting of collaborative and explicit statements of purpose, design, data collection, analysis, publication, implications for practice and future research is possible and ideal for the educational community. Argues that this model has evolved to overcome the limitations of the rationalistic…