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Internal Oral Communication

The difficulty, of course, is providing substance to this perception. Welcoming and encouraging late and post-adolescents who have a history of failure in traditional schools poses a difficult and complex task for con Jnity colleges. The broad solution for this task lies in understam:dng the needs of such students and a commensurate commitment on the cart of the institution to meet these needs. A recent survey indicated that approximately 40 percent of publil two-year colleges have developed special programs for the “culturally different.”3 Although varying in their extensiveness and nature, all institutions having such programs stressed reading skills, 90 percent stressed writing skills, and almost 80 percent stressed speaking skills. The purpose of this essay is to illustrate the importance of the oral communication portion of remedial programs designed for the culturally different and to discuss some of the more salient problems and issues in this endeavor. The National Council of Teachers of English Task Force on Teaching English to the Disadvantaged maintain that “only as progress is made in the use of oral language will there be substantial improvement in reading and writing.” 4 Social psychologists would support this argument by pointing to the relationship of social (verbal) interaction and the development of self-concept. When the nature of the interaction is such that strong self-concepts are developed, the individual generally 3 has enough emotional security to enter into situations where he must learn different behavioral patterns.