Addressing the issue of what role computers should have in the language arts classroom, this paper argues that computers and language are intimately connected and that previous discussions of the issue have failed to consider this connection. Following a brief introduction focusing on the functions of the computer, the paper discusses four aspects of the computer's relation to language derived from an analysis of computer functions. The aspects discussed deal with computers (1) as tools for representing knowledge, (2) as tools for interpreting symbols, (3) as communication devices, and (4) as redefinable tools. The paper next describes a classroom of the future, identifying ways in which current activities might be used to teach reading and writing, emphasizing that it is appropriate to discuss computer use when thinking of language. The paper concludes with a consideration of several questions for research based on this thesis. Five pages of references are included, and an appendix contains copies of articles written by students using computers and electronic mail. (FL)