The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.

1. Language Rich Environment
Amanda McBride
ECE315: Language Development in Young Children
Instructor: Paula Horner
11-18-2013

2. (
(ALTEC, 2000)
As children enter into their classrooms they want a warm inviting environment.
They need a classroom designed to allow interactions with their peers. Children need
a language rich environment to learn language. It is important as a teacher to think
about how you can physically help set up an environment that helps children learn
language.
I have set up my classroom floor plan as desk where there is groups instead of
separated seating this allows for group activities and a way for the students to
communicate and work together. I set up a block area which is big enough for several
students to communicate, talk and work together on building and therefore helps
promote language skills. I also have a area in the in the lower left corner which as

3. seating as a way to help children sit comfortable together as they can play
imagination games and so forth together, this will help them communicate as well.
There is also an easel available for students to draw and paint an I can use this to help
them share with the class their picture and what it means to them. According to Piper
(2012), ―This boy knows the names of the colors he is using and the family members
he is drawing. Understanding this is just part of the task of learning language. I made
sure the teachers desk is upfront and centered so the student can see all areas of the
room.
In this classroom I designed there are activities that each student can engage in. I
can set out different activities centers at each table and students can switch tables
when completed with one activity and this can help engage them in language with all
students in the classroom. For example, one table can be language (pictures with
words to math, math, science, art). Each student can advance to the next activity table
and interact with the other students at the other tables through out the day.
The teacher’s role will be to walk around the class and help each student and
encourage each of them to all work together and make it a game that they use team
work and promote language. The teacher will lend guidance when needed and offer
help when one struggles. The teacher can also hold story time during the day, because
reading promotes language development and have the students take turns talking
about the story (i.e. what is the favorite part of the story so far). According to Piper
(2012), ―Another way of enriching the linguistic environment is to read to children.
Television, computers, smart phones, and iPads might seem more attractive—and

4. certainly they command children’s attention –but in terms of linguistic stimulation
children love stories. Telling stories to children help them develop ―the mind’s eye‖
(i.e., to envision events and characters outside the here-and-now).‖
I think that all these can help with language in an effective way. According to an
article on education, ―Reenacting and retelling stories in classrooms can facilitate
the development of narrative in young children. Pellegrini and Galda (1982) engaged K-2
children in drawing, adult-led discussion, or thematic fantasy play (reenactment)
following the reading of a story. The results indicated that reenactment significantly
affected story comprehension. Nielsen (1993) found similar results in her study of group
interaction with storybooks on the literacy growth of low achieving kindergarten
children.‖ (NIELSEN, FRIESEN, & FINK, 2011-2012)
In conclusion, it is important that you offer many interacting and talking options
for your students. Offer activities that offer ways for them to work together and help one
another, Read stories to them and offer ways for them to give their feedbacks and allow
them to share their own stories as well. Each of these can help with language
development.

5. References
ALTEC.(2000). Classroom Architect.4teachers.org. http://classroom.4teachers.org/
NIELSEN, DIANE CORCORAN. FRIESEN, LISA DINNER. FINK,JUDY. (20112012). The Effectiveness of a Model of Language-Focused Classroom Instruction
on the Vocabulary and Narrative Development of Kindergarten Children. Journal
of Education. http://ehis.ebscohost.com.proxylibrary.ashford.edu/eds/detail?vid=3&sid=119a4ba6-6428-45bc-ba0a0b086be19ca7%40sessionmgr113&hid=110&bdata=JnNpdGU9ZWRzLWxpdm
U%3d#db=aph&AN=85920663
Piper, T. (2012). Making meaning, making sense: Children’s early language learning.
San Diego, CA: Bridgepoint Education.