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- 1. Topic: Oral Language Presenters:Venessa Thomas-Vanriel Kimesha Minzie-Bloomfield
- 2. This can bedefined as an imitative process where babies imitate sounds, intonations and expressions and learn vocabulary as it is presented to them.
- 3. Interaction amonggenes (which hold innate tendencies to communicate and be sociable), The environment The child's own thinking abilities
- 4. Cooing Babbling Echolalic babbling One-Word Stage Telegraphic Stage Beginning Oral Fluency
- 5. As earlyas six weeks, infants will begin to spontaneously make cooing sounds (Reich, 1986; Wolff, 1969). These extended sounds resemble vowel sounds, such as /aaa/, /ooo/, /ahhh/. At this stage children are learning to make sounds by manipulating their tongues, mouths, and breathing.
- 6. Infants’ soundproduction becomes more varied and complex around 4–6 months of age. At this time they begin to babble, making repeated consonant–vowel sounds, such as ba-ba-ba (Clark & Clark, 1977; Stoel- Gammon, 1998)
- 7. A morecomplex type of babbling develops around 8–10 months. This type of babbling varies in intonation and rhythm and sounds like the child is talking. It is called echolalic babbling because it reflects the intonation and rhythm of the speech of the adults in the child’s environment (Sachs, 1989).
- 8. Around oneyear of age, children begin to produce word- like units. These word-like units may be invented words, also known as idiomorphs (Reich, 1986). For example, a child may have a special invented word that refers to a toy or to his personal blanket. This idiomorph is a “word” in the sense that it is stable and used to refer to a particular object on a consistent basis. In addition to these invented words, children also produce more conventional words that resemble adult pronunciation and meaning.
- 9. As toddlersdevelop their speaking vocabulary, they begin to string several words together. This is referred to as telegraphic speech because utterance includes only content words with no conjunctions, articles, prepositions, or word endings (for example, plural endings) (Tager-Flusberg, 1997), such as “daddy shoe,” “go bye-bye,” or “cookie all gone.” This stage is significant because now the child is arranging the words in ways that communicate more complex messages.
- 10. By ages3–4, most children will be moderately fluent in the language used at home. They use this oral language for a variety of purposes, such as asking questions, responding to others’ questions, and expressing their thoughts.
- 11. Adults shouldtry not to focus on "problems," such as the inability to pronounce words as adults do (for example, when children pronounce r's like w's) Teachers can help sustain natural language development by providing environments full of language development opportunities. Treat children as if they are conversationalists, even if they are not yet talking. Children learn very early about how conversations work (taking turns, looking attentively, using facial expressions, etc.) Encourage interaction among children. Peer learning is an important part of language development, especially in mixed-age groups.
- 12. If a childappears not to hear what others say to her; if family members and those closest to her find her difficult to understand; or if she is noticeably different in her communicative abilities from those in her age range, adults may want to seek advice from specialists in children's speech, language and hearing.
- 13. http://www.ehow.com/about_6462383_oral- language-development_.html#ixzz2s01aouW1 Genishi,C. (1998). Young Children's Oral Language Development. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.