ABSTRACT
Education is to be given credit for recognizing small glimmers, from time to time, of the fact that learning relies heavily on language. The journey towards understanding this fact, however, has been ponderously slow and difficult, not simply because of the invisibility of the subject, but also because of the false information, incomplete knowledge, and stereotypes of language which educators inherit and pass along to future generations with discouraging faithfulness (Shuy, 1984, p. 167).
