Copyright © 2009 Pearson Allyn & Bacon Engaging in the Language Arts: Exploring the Power of...

Copyright © 2009 Pearson Allyn & Bacon

Engaging in the Language Arts: Exploring the Power of LanguageDonna Ogle and James W. Beers

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Engaging in the Language Arts: Exploring the Power of LanguageDonna Ogle and James W. Beers

Chapter 2: Understanding Oral Language Development


What Is Language?

Language is a system. Language includes arbitrary symbols. Language allows us to classify everything. Talking and writing are expressive modes

of language. Listening and reading are receptive modes.


Why is Oral Language Important?

Talking Improves Students’ Ability to communicate Language growth does not stop once a child reaches

school age Plan opportunities for students to talk and listen

Talking and Listening Promote a Deeper Understanding of Text

Talking Promotes More Critical Thinking and Problem Solving


Why is Oral Language Important?

The Interdependence of Oral and Written Language Competence with the oral system, particularly the

representation function, has a direct impact on how well students progress with the written system

The Pressing Issue of Talking Talking and listening facilitate an honest exchange

of ideas, promote better understandings, and develop deeper appreciations for other points of view


What Do We Know about Oral Language Development?

The Properties of LanguageLanguage is generativeLanguage is rule-governedLanguage is arbitraryLanguage has a dual quality



The Components of Language Phonology: The study of speech sounds

(phonemes) and how they are produced and combined

Morphology: The study of morphemes—the smallest unit of meaning in our language

Syntax: Concerned with the arrangement of words into acceptable sequences

Semantics: Deals with meaning and how it is communicated in our language system

Pragmatics: Refers to the rules that help us navigate our conversations



The Importance of Talking and Listening45 percent of the time we spend engaged in

communication is devoted to listeningChildren’s comprehension is far greater

than their production


How Does Language Grow?

Skinnerian TheoryShapingDiscriminate learning Imitation

Psycholinguistic Theory (Chomsky) Innate capabilitiesLanguage acquisition device (LAD)Deep structure and surface structureTransformational rules



Semantic-Cognitivist Theory (Bloom)Thought precedes languageRole of the adult is crucialObject permanenceUtterances are the result of semantic, not

syntactic, relationships



Sociolinguistic Theory The speech act is the central focus of analysis Illocutionary force, conversational principles, and

presuppositions Intention may be implicit or explicit Conversational principles refer to the listener’s

expectations Presuppositions refer to what both speakers and

listeners expect of the information provided in an utterance.


How Does Language Changeduring the Preschool Years?

The Prelinguistic Period Crying Cooing Babbling

The Emergence of Speech Between twelve and eighteen

months Holophrases

The Beginnings of Sentences Between eighteen and twenty-

four monthsFamily Life Royalty Free CD


How Does Language Changeduring the Preschool Years?

The Development of VocabulariesSemantic Features HypothesisFunctional-Core HypothesisPrototypic-Complex Hypothesis

Comprehension versus ProductionProductive vocabularies typically lag behind

receptive vocabularies


Is Language Development “Finished” When Children Enter School?

Syntax Continues to Grow Conjoining Embedding Passive sentences

Vocabulary Continues to Grow Horizontal and vertical increases in word meaning

Phoneme Awareness Continues to Grow Voiced and Unvoiced Sounds Phoneme Segmentation Sound Associations

Conversational Abilities Continue to Grow Topic Maintenance Conversational Repair


What Do We Know about Dialects?

Characteristics of African American English The linguistic differences between AAVE and

Standard English (SE) are minimal and rule-governed

The linguistic differences that AAVE exhibits have considerable overlap with southern dialects and other dialects

Not all African Americans use a dialect



Characteristics of Latino English Linguistic differences between LE and Standard

English (SAE) are minimal and rule-governed Guidelines for Working with Diverse

Language Learners Learn more about the culture and dialect of

students Help students develop an understanding and

respect of others’ dialect differences Model a curiosity and interest in other cultures and

dialects



Teaching Standard English Discuss examples of and differences between

home language and school language Examine children’s writing samples to determine

which linguistic features should be taught first Teach components of school language in a direct,

explicit way Expect older students to use school language in the

classroom Model language rather than correct it


How Do Students Use Language?

Halliday’s Model for Language UseFunctions: instrumental, regulatory,

interactional, personal, heuristic, imaginative, and representational

Tough’s Model for Language UseFunctions: self-maintaining, directing,

reporting, reasoning, predicting, projecting, and imagining


How Can We Promote Language Growth?

Examine Assumptions about Language Language growth continues Language and cognitive growth Intertwine Language growth occurs with active Involvement Language growth occurs in a student-oriented

environment Language growth occurs in responsive

environments



Increase Time for DiscussionPromotes a deeper understanding of text Increases higher-level thinking Improves communication skills

How to BeginDiscussing in classSupporting the discussion



Promote Language Growth Using Other ActivitiesDirecting ActivitiesSelf-Maintaining ActivitiesReporting ActivitiesReasoning and Predicting ActivitiesProjecting Imagining Activities

Copyright © 2009 Pearson Allyn & Bacon Engaging in the Language Arts: Exploring the Power of...

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