The document discusses the roles of early childhood teachers in promoting language and literacy development. It identifies four key roles: model, provider, interactor, and balancer. As a model, the teacher uses standard English and elaborated speech to expand on children's language. As a provider, the teacher presents activities and opportunities to support language growth through play. As an interactor, the teacher engages children through questions and feedback. Balancing these roles effectively is important for optimal language instruction.

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All Rights Reserved.
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
Copyright 2016 Wadsworth Cengage Learning.
All Rights Reserved.

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