Abstract
Although comprehensive and systematic evidence about language competence and performance in elementary-school-aged subjects is not now available (cf. Chomsky, 1969), two points are well established in the existing literature: first, academic achievement is frequently both mediated by and tested in terms of verbal activities; second, verbal activities—and especially interpersonal communication—are reflective of and responsive to social contexts. In a desegregation situation, then, it is important to investigate ethnic differences in language behavior in order to assess their potential relationship to differential achievement. It is further important to understand how the social interaction situation affects the language behavior of the children involved and whether desegregation can be expected to produce long-term changes in verbal activities.
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