Developing Children’s Oral Language
Oral Language: The ability to communicate in spoken form. The more fluent and automatic language is for a young person the more likely they are to advance in reading skills. It refers to hearing, understanding and the ability to use language both expressively and receptively.
Expressive Language: The ability of a person to communicate, orally, in writing, gestures, art, through pictures or video. The person speaking must “encode” their thoughts into a symbolic form so as to be received and understood by a listener.
Receptive Language: Receiving language from another person and (s)he must “decode” the speaker’s communication. Receptive language will include language, gestures along with pictures and videos.
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A low mean is a predictor of delayed language development. It is calculated by counting the number of morphemes in an utterance divided by the total number of utterances.
Language Functions: real world and classroom-based language practice. The study of pragmatics forms the basis for oral language. Understanding how language is used (instrumental, regulatory, interactional, personal, heuristic, imaginative, representational, divertive, authoritative and perpetuating.
Forms of Language: Forms of language refers to the vocabulary, verb tense, parts of speech and the sentence structure of language. Research reports that teachers must understand and use these tools with the students because they influence the development of the student’s language.
Language Fluency: Language fluency refers to the fluency in wide variety of ways that language can be used. Young learners or older students with language deficits need direct instruction in the differences between conversational and academic language and the differences in telling a story to explaining the steps to a
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An interactive method of instruction, by which teachers and students work together, to solve a problem. Joint productive activity promotes learning, improves language and helps connect core subjects to daily activities.
Electronic Talking Books: Electronic devices that are capable of reading a passage or story out loud while showing text on a screen. Devices such a Kindles or Ipads have this capability. Research has shown the benefit to improve listening comprehension and language. Readers can build background knowledge and language. Students with reading struggles can enjoy a story they may otherwise not be able to read.
Dialogic Reading: A process by which a teacher interactively reads a book with a child with the goal to improve language. The teacher uses the pictures, and some text, incorporates ‘wh’ questions and requires specific actions to improve language. Such actions may include repetition of specific sentences to restructure language and increasing sentence length. The goal is to expose a young or language impaired learner to improved sentence length and
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
Sign language is a natural human language, they have their own vocabularies and sentence structures. Sign language comes into practice wherever Deaf societies come into existence. Sign language is not identical worldwide; every country has its own language and accents; however, these are not the verbal or transcribed languages used by hearing individuals around them.
Serafini, Frank, and Cyndi Giorgis. Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers. Portsmouth, NH: Heinemann, 2003. Print.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
While some literacy acquisition theorists suggest that literacy acquisition is similar to oral language acquisition, I have to disagree. These theorists say that learning to read and write is a natural process that needs very little instruction, I have to disagree. According to Peregoy and Boyle, the authors of Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Leaners, English learners can benefit from English literature instruction well before they have developed full control orally. This statement informs me that while the two forms of acquisition seem correlated, they indeed are not directly a result of each other. While oral acquisition seems can come more easily with exposure, reading and writing acquisition
Oral language is the creation of messages produced with vocals, as opposed to written text or gestures. Today much of our communication is handled orally, especially for students in early years of school that are unable to read and write but must communicate with their teachers. In later years, oral language is heavily focused on in school and students are encouraged to share their opinions mid class and give presentations. This is to prepare students for situations in society and at the workplace where they must be able to communicate clearly and efficiently. Generally, students are expected to possess some level of oral language capability entering kindergarten, which teachers are then expected to build upon (Solley, 2014). Students initially build their oral language capabilities from the millions of words that they hear from their parents and home environment. With different home environments, this leads to varied levels of capabilities between students (Snow et al., 2012, p. 496). To get every stu...
Non-verbal communication decodes messages using body language and facial expressions. Therefore, non-verbal communication is a type of language as its own that can be used universally. This includes, touching behavior, proximity, eye contact, gestures and many more. Furthermore, non-verbal communication can be misinterpreted as well because people from other countries has different ways of interpreting gesture...
Speech is the actual act of communicating through the use of words and sounds (American Family Physician, 1999 pg. 3121). The importance of verbal communication is the development of positive relationships with family and peers (American Family Physician, 1999 pg. 3121). Language is the act of understanding what is being spoken and the ability to express thoughts and feelings in return. Language is also understood and expressed through the use of visual aids such as pictures (American Family Physician, 2011 pg. 1183). The development of both speech and language is essential for healthy social and emotional skills.
Language is a part of our everyday lives, and we can describe the meaning of language in many ways. As suggested in Gee and Hayes (2011, p.6 ) people can view language as something in our minds or something existing in our world in the form of speech, audio recordings, and writings or we can view language as a way of communicating with a group of people. Language can be used to express our emotions, make sense of our mental and abstract thoughts and assists us in communicating with others around us. Language is of vital importance for children to enable them to succeed in school and everyday life. Everyone uses both oral and written language. Language developed as a common ability amongst human beings with the change
Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
The settlement of the British Isles by north Europeans followed by Norman French paints the backdrop to this essay which will focus on the period between the early 15th and 17th centuries, when a 'standard' English evolved. It will show that modern-day English is very different to that first introduced to the British Isles, but by identifying changes through time, its continuity can be demonstrated. Finally, it will suggest that present day English is in a position analogous to that which existed before the Norman invasion, when there were many varieties and dialects, and that this may lead to its decline as a global language, due to decreasing intelligibility.
Reading print books not only improves speech but also helps gets a grasp of what reading books is all about. The TopTenReviews stated,” you 're never going to get that comforting smell of paper or the weight of a good book in your hands when reading an eBook” (1). Getting a brand new book, is ecstatic as the smell of paper or the turning of pages is part of tradition. Reading with a book is convenient because it does not have any battery power to operate. According to TopTenReviews, “Most of the time you have a good battery life but, there will be times when you forget to charge it” (2). Traveling with books helps when doing reading, it will be beneficial if the tablet dies. Reading with print books helps escape from technology that will be distracting towards the
Language has oral, written and non-verbal aspects, that can be seen and heard, and which are socially and culturally influenced. Although languages have common features, these social and cultural influences also create great diversity among languages and varieties, often leading to a perception that some varieties have greater value or status. In addition, social and cultural context play a large role in meaning-making. Children develop language as a result of social and cultural interactions, based on a growing awareness of the functions of language, and how language can be used. This understanding of the different types and uses of language increases as children experience language outside of the home. As their understanding of these different roles of language grows, children gain the ability to select and use the appropriate language for a particular context or