Wanda gibson language acquisition e portfolio 315


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Wanda gibson language acquisition e portfolio 315

  1. 1. Language Acquisition EPortfolio Wanda Gibson ECE 315 Language Development in Young Children Instructor: Mar Navarro September 16, 2013 Arabic Greek Italian Polish Russian Wanda Gibson- Language Acquisition e-Portfolio
  2. 2. Table of Contents • Guided Introduction • Language Acquisition Beliefs • Language Acquisition Resource Discussion • Language Reflection • Language Rich-Environment (7 Slides) • Literacy Lesson Plan • Professional Role and Support for Children Language Acquisition • Stages of Language Development Analysis • References (2 Slides) Wanda Gibson-Language Acquisition e-Portfolio
  3. 3. Guided Introduction My name Wanda Gibson and I am from New Orleans, Louisiana. I am currently working on a double major with Ashford University. At Ashford University I have obtain a degree in Healthcare Studies and now working on my double major in Education of Child Development. The reason I attend Ashford University because it gives me great opportunity with online courses to obtain my degree and support my career for the future. I have many experiences in the working fields such as providing Care, Housekeeping, Computers, and Banking, etc. Although I have many experiences but my future is based on my degree to working in the medical field with children. Wanda Gibson- Language Acquisition e-Portfolio
  4. 4. Language Acquisition Beliefs Language acquisition is a process in a child development from the moment one is born. Although all languages are different in life, we all learn and taught by communication and interaction. The main components of language acquisition are phonology, morphology, syntax, semantics and an extensive vocabulary. Language is not all learn at the same capacity in children therefore it can be determine through ways of those with delays and work with them efficiently. This e-Portfolio will give you some insight with each slide and attachments that can be used in the classroom of ways to help teach and develop children language skills to learning language acquisition. https://d.docs.live.net/4a5b0e1e6c14bc12/languages%20Structure-ECE%20-315.docx Wanda Gibson- Language Acquisition e-Portfolio
  5. 5. Language Acquisition Resource Discussion Wanda Gibson- Language Acquisition e-portfolio Having access to so many resources that can help develop our knowledge of language acquisition. Language Developmental stages allows us to fully appreciate the cognitive, emotional, physical, social, and educational growth that children go through from birth and into early adult. However, with so many resources out there, we are able to educate ourselves to how children grow, learn, and change so we can be knowledgeable what to look for and identify giving the tools and resources to help in the school. Attached are a few resources that can assist in language developmental stages. https://d.docs.live.net/4a5b0e1e6c14bc12/Resources%20language%20acquisition%20-315.docx
  6. 6. Language Reflection Wanda Gibson- Language Acquisition e-portfolio Involving parents or caregivers in their child's development is a valuable reflection of learning. A perfect way getting parents or caregivers involved by sending out a newsletters informing them of their children curriculum to learning language development. Also it give ways for helping parents to increase their children language development and becoming successful by having time after school hours working in the classroom. A good example of this newsletters to learning the four language attributes provided in the attachment can create ideas to use in the home making it more fun and creating time with the family. https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Education%20Newsletter.docx
  7. 7. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio In creating a rich language environment all preschool children classroom should be setup with plenty of space so they can have education to the fullest. One way this can be accomplish by designing plenty of physical space areas in the classroom for learning to take place. This can be take place by setting up a team, develop a philosophy plan, Writing language lesson plan, adult-child interaction, Science lesson plan, Reading lesson plan, and computer language lesson plan. Later in the lesson will describe more in depth how the classroom is set up, the way the areas support language acquisition, the particular role of the teacher, the activity the children will engage, and how the effectiveness of the area on language development be measure by the educator.
  8. 8. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio First of all, the classroom should be already set up and organized with plenty of space with the identify areas and have materials available for the children. Having things organize and available help children with imagination and problem solving (Piper, 2012). Teachers need materials when children are being associated with written language such as; books, pens, pencils, paper, markers, crayons, and printed material on maps, art, and picture vocabulary (Elsevier, 2004). The way the areas support language acquisition are as follows; there are two student tables on the left hand back corner for Science Lab next to storage. This allows the children to be close to the materials that assists with language development preliteracy skills, problem solving, social interaction, and self-regulation (Elsevier, 2004).
  9. 9. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio The writing table is located on the right hand side back corner next to the writing supply storage for smaller group’s activity with teacher assistance. This allows the children to be close to the materials to assists with writing language development. Next to the writing supply storage is the Computer Center. The Computer Center is located on the upper right hand corner close to the door way. This allows the children use language acquisition to using their brain and develop their thinking process, language skills to sounds, letters, and phonics skills with materials to assess effectiveness on language development (Piper, 2012).
  10. 10. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio The teacher desk is located on the back wall in the middle of the room with the children desks in front of it to allow the children with more space and less distraction when learning. On the left side wall in the middle between the Science Lab and the right of the storage cube is the Reading area. This area allow the children with physical space to relax on the rug or beanbags while reading story books in a group with the teacher or individual to learning and helping developing proper language. The teacher have the educator to help assists with the children but do not want the children to rely on the educator in the classroom. The role of the teacher is to create daily lesson plans and a philosophy for the students to follow.
  11. 11. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio The philosophy is to describe language, explain why it is important to follow the principles, and how language is sustained in the classroom. The plans is to recognize the valuable points that the children will be ready to learn as they enter into the classroom. The educator is to make sure that the parents are involved so that there is adult- child communication understanding with the philosophy plan. The children need to be engage to what is offer in the lesson plan activities as well as in the classroom because the activities may consist of props, innumerable types of written provisions, and writing media materials.
  12. 12. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio The layout of the classroom is to assist the children when acting out real life situation and interacting with their peers. The classroom areas has to be effective enough for the children, parents or caregivers, and teacher to be able to interact with each other. If the area is not effective enough and set up properly, it cannot be a rich environment (Piper, 2012). The areas effectiveness can really be determined when social interaction involved with one another. Children needs to be able to have interaction with their peers when it comes to language development.
  13. 13. Language Rich-Environment Wanda Gibson- Language Acquisition e-portfolio In order to make the environment and language development prosperous, everyone’s input is necessary when it comes to conversation because it is the key factor to language rich environment. Conversation helps the children become productive with grammar and their vocabulary (Justice, 2004). The way this can become a better understanding to you, I have attached an example of my concept to a language rich environment I created below.
  14. 14. Literacy Lesson Plan Wanda Gibson- Language Acquisition e-portfolio Planning a literacy lesson take a lot of researching and thought put into the lesson plan before it get introduce to the class. It is a valuable tool to have in the classroom when preparing the children to learning. A literacy plan must have goals, what will be covered, materials that will be use, introduction , lesson development, practice activities for understanding, closing and personal reflection. I have attached an example of the lesson plan to see what it look like if it had to be done in real life. https://d.docs.live.net/4a5b0e1e6c14bc12/Literacy%20Lesson%20Plan-315.docx
  15. 15. Professional Role and Support for Children Language Acquisition Wanda Gibson- Language Acquisition e-portfolio As a professional role these are some of the things I will focus on to support children’s language acquisition. Always keep language-rich environment Use plenty of interaction and communication with the parents and children in the classroom. Always look for new opportunity to keep up on children education with seminars and conferences meeting. Always look for new way to teach children using educational programs to satisfy the classroom Find ways to keep children interest and motivated to learning Use program or lesson plan to make learning easier and less stressful. Give children plenty of activities of interest material with fun to learning.
  16. 16. Stages of Language Development Analysis Wanda Gibson- Language Acquisition e-portfolio There are many stages when it comes to language development. The one that interest me the most is the three years old stage because the child brain is ready to take in more information to learning. Children this age can speak more than five hundred words and answer question. They are able to hold a conversation and interact with parents, grandparent and other people and children. The more communication and interaction given to the child, the more he or she is capable to learning. I observed this in my grandson and with other children as well as the video from my text book discussion. This is my observation that I learned from my classroom discussion with the given attachment. https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Interactions%20Experience%20Discussion-315.docx
  17. 17. References Wanda Gibson- Language Acquisition e-portifilo David K. Dickinson, Linda Caswell (2007). Early Childhood Research Quarterly, Volume 22, Issue 2, 2nd Quarter 2007, Pages 243-260 French, L (2004) Science as the center of a coherent, integrated early childhood curriculum Original Research Article Early Childhood Research Quarterly, Volume 19, Issue 1, 1st Quarter 2004, Pages 138-149 Justice, L.M. (2004) Creating Language-rich preschool classroom environments. Justice, L.M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44. 201302091353011684279681
  18. 18. References Wanda Gibson- Language Acquisition e-portfolio Mark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language Teaching, 31, pp 57-71. doi:10.1017/S0261444800012970. Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education Wasik, Barbara A.; Bond, Mary Alice; Hindman, Annemarie (2006.) The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, Vol 98(1), Feb 2006, 63-74. doi: 10.1037/0022-0663.98.1.63