Early Childhood Experience in Language Arts 11 e by Jeanne M. Machado (c) Cengage

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Chapter 6
Promoting Language
and Literacy

2. Chapter Highlights
A. Teacher Roles – Model, Provider, Interactor, Balancer
B. Scaffolding
C. Teachable Moments
D. Sequential Approach
Teacher Roles
The Model
• Uses standard English & an elaborated code speech
style
• Uses expansion
• Uses explanatory talk
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3. Chapter Highlights (cont.)
The Provider
• Presents activity and opportunity
• Provides play choices
• Uses accurate and specific speech
The Interactor
• Uses extension and closure
• Thought-provoking questions
• Shows interest and provides feedback
• Supports children’s intellectual growth
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All Rights Reserved.

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Objectives
 In this chapter, we will investigate:
Three roles of a teacher in early childhood
language education
The balance needed in teacher behavior
Ways a teacher can promote language growth

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Three Roles of a Teacher
 Encourages the development of language
arts and literacy
 A model
 A provider
 One who interacts

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The Teacher as a Model (1 of 2)
 Children watch and listen to adults’ use of:
Grammar
Intonation
Sentence pattern
Books, poetry, and many other language arts
activities
 Children imitate and use adults as examples

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The Teacher as a Model (2 of 2)
 Uses explanatory talk
 Conversation connections between
 Models correct use of the English language
 Demonstrates good listening techniques
 Uses expansion
 Model thinking by speaking aloud

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Teacher as a Provider (1 of 4)
 Promotes literacy experiences
 Relies on creativity and many other
resources
 Examples: resource books, other teachers,
magazines, workshops, conferences
 Develops an organization system

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Teacher as a Provider (2 of 4)
 Provides adequate materials to motivate
 Uses enthusiasm to inspire teaching
 Supports abundant opportunities for play
Builds communication skills
Taking turns
Intimate speech in friendships

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Teacher as a Provider (3 of 4)
 Opportunities for play involve:
Communication with other children
Turn taking
Follower-leader conversations
Pretend play
Some adult involvement (showing interest)

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Teacher as a Provider (4 of 4)
 When observing play, look for:
Development of language
Appropriate play behaviors
Imitation
Leadership
Negotiation

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Teacher as One Who Interacts(1 of 2)
 Always interested in what a child says and
does
 Encourages conversation—never too busy
 Plans time for daily conversations with each
child
 Uses extension and closure

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Teacher as One Who Interacts(2 of 2)
 Introducing new words:
 Relate to words they already know
 Words that are conceptually similar to others they
know
 Words that are phonologically similar to others they
know
 Repeated exposure
 Gives clues to a word’s meaning

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Teachable Moments
1.Observe children’s actions.
2.Make a hypothesis about actions and
interests.
3.Intervene to offer an educational opportunity.
4.Ask questions.
5.Invite students to share their experiences.

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Ways Teachers
Can Promote Language
 Building on teachable moments
 Striving to provide specific and descriptive
feedback
 Using scaffolding
Responsive conversation
Open-ended questions
Facilitation of the child’s initiatives

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Teacher Interactive
Styles–Transmission
 Transmission teaching
Traditional
Child’s knowledge acquired through:
 The teacher talking
 Sharing books
 Explaining classroom events and experiences

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Teacher Interactive
Styles–Interpretation
 Interpretation teaching
Children reinterpret information for
themselves
Teacher’s role involves:
 Dialogues that support the children’s efforts to
verbalize their ideas and actual experiences
Listening vital

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Styles to Promote
Language Growth
 Stressing language connections
 Accepting approximations
 Handling interruptions
 Using sequential approaches to instruction
 Dealing with children’s past experiences

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Teacher as a Balancer
 In all roles as teacher, being balanced is key.
 Examples:
Giving support
Talking, but not overtalking
Listening, but remaining responsive