Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Describes the findings of a year's study on the status of writing in America, England, and Scotland, concentrating on reasons for the lack of writing and the conditions under which good writing occurs. (DD)

Describes observations of two British primary school classrooms and how teaching conditions set up or preclude gender specific reading attitudes. (HTH)

A British educator discusses the role of self-expressive talk in the learning process and the influence of teacher attitudes on learning through language. (HTH)

A participant in a British teacher workshop that focused on student talk describes the progress of the group toward defining the types of language they wanted to focus on in the classroom and the group's publication of weekly progress reports. (HTH)

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Discusses and exemplifies the pervasive relationship between learning and its context, drawing examples from schools in England. (DD)

Reports on a visit with the children's author Joan Aiken as she talks about her childhood and family. Offers a sampling of recent reviews of Aiken's work. (MG)

Discusses several observation-based methods of student assessment that are recommended in the "Primary Language Record," a book developed by schools in the Inner London Educational Authority. (MM)

Describes a study of a writing exchange between a classroom of teenagers (mostly African American, mostly male) in the United States and another classroom of students in England. Notes that even reluctant writers produced responses in a variety of styles. (SR)