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Supporting Language and Literacy


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Language Development Through the Curriculum

Language Development Through the Curriculum

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  • 1. Language Development Supporting Language and Literacy Development
  • 2. Theoretical Views of Language Development
    • Behaviorist
      • Language is primarily influenced by external factors such as the modeling and reinforcement of parents and important others
    • Innatist
      • Language is innate, linked to the biological maturation and follows an internal clock, needing to emerge during the “critical age” for language acquisition
        • Deep structure: the underlying rules of grammar that are present is all cultures and languages. The common features of al languages
        • Surface Structure; the specific vocabulary and grammar of specific languages
    • Ineractionist
      • A compromise between both theories. The interactionist sees many factors involved in the acquisition of language
        • Cognitive: language is rooted in cognition and the ability to represent objects mentally
        • Social: language is intimately tied to social processes
  • 3. Components of Language
    • Stages of early language development
      • One word stage (around 16 months)
        • Babbling decreases
        • First words are familiar objects/people
        • Speech may be shortened versions of a phrase
        • Young toddlers may use holophrases ( a message in one word), such as “milk” for “ I want some milk”
      • Two word stage (18-30 months)
        • Telegraphic speech in which words are left out (“baby sleep” for “the baby is sleeping”)
      • Multiword stage (2-4 years)
        • Vocabulary increases dramatically
        • More complex syntax and other semantic knowledge
        • Mistakes show that chidren are working out complex grammar rules
  • 4. Language Systems and Rules
    • Phonology
      • The sounds of words
    • Semantics
      • Meaning of words
    • Syntax
      • Grammatical rules that govern sentence structure (subject-verb agreement)
    • Pragmatics
      • Social rules of language
    • Morphology
      • Word rules such as plurals, tense, etc.
  • 5. Bi-Lingualism
    • Ability of a person to speak in a language other than their native language with a degree of fluency
    • Simultaneous acquisition : when a child is exposed to two languages from birth
    • Successive acquisition : occurs as a child with one language enters a world of a second language
  • 6. What is Bi-Lingual Education?
    • For a great resource on bi-lingual education go to this website
    • Multilingualism
    • And fro information on Two Way Immersion Programs, click here…
    • CAL: Digests: Two-Way Immersion Programs: Features and Statistics
  • 7. Some Guidelines for Second-Language Teaching
    • Understand how children learn a second language
    • Make a plan for the use of two languages
    • Accept individual styles/differences
    • Support children’s attempts to communicate
    • Maintain as additive philosophy
    • Provide a stimulating, active and diverse environment
    • Use informal observations to guide the planning of curriculum
    • Find out about the family
    • Provide an accepting classroom climate
  • 8. Language Skills in Early Childhood Education
    • Articulation
      • How chidren actually say the sounds and words
    • Receptive language
      • What children hear and what they gain when they listen and understand
    • Expressive language
      • What children say , including words, grammar, and elaboration
    • Graphic language
      • “ talk written down”. Learning about print and the written word
    • Enjoyment
      • Knowing the power and the pleasures of language
  • 9. Child-Directed Speech
    • Almost every aspect of the early childhood environment and program facilitates language development. The knowledgeable teacher converses with the children using “child-directed” speech
  • 10. What is Child-Directed Speech?
    • Speaking…
      • With clear pronunciation
      • At a slower rate
      • In shorter sentences
      • And repeating the same utterances, when necessary
      • In a higher than usual pitch
      • With simple words
      • With an exaggerated intonation so that the speech has a sing-song quality
      • In grammatically simple sentences
  • 11. Language Activities
    • Books
    • Poetry
    • Storytelling
    • Flannel board stories
    • Lap board stories
    • Story enactment
    • Puppets
  • 12. Emergent Literacy
    • An awareness that learning to read and write is a dynamic, ongoing, emerging process. All aspects of language-listening, speaking, writing and reading-are all intertwined and develop concurrently, not necessarily sequentially
  • 13. Key Components
    • Rich teacher-talk: engaging chidren in rich conversations
    • Reading: read, read, read, and then read some more. Research continually shows us that reading aloud to children increases their reading ability, plus it’s fun!
    • Phonological awareness: an understanding that speech is made up of units, such as words, syllables, and sounds.The ability to use these when speaking. Playing with language is a way to enhance this.
  • 14.
    • Letter and sound recognitions; association of letters with appropriate sounds
    • Awareness of print and support for emerging reading: understanding that words in print convey a message, that we read from left to right, and that printed words have a corresponding spoken word
    • Early writing development: attempts to imitate writing, such as scribbles and inventive spelling
  • 15. Promoting Literacy Development
    • Whole language Approach
    • International Reading Association : Home
    • And a lot of articles about literacy development are at this website…
    • California Preschool Instructional Networks
  • 16. Language Milestones
    • There are a lot of useful websites for you to look at that give developmental milestones for language development. I like the following one:
    • Language and Speech Development In Children
  • 17. Creating a Print Rich environment
    • Provide plenty of time for using books and other materials
    • Make a space that is quiet and comfortable
    • Have plenty of books and supporting materials
    • Display children’s literary creations
    • Foster children’s reading at home
    • Use books around the room