supporting language and literacy

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Language Development Supporting Language and Literacy Development

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Language Development Through the Curriculum

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Page 1: Supporting Language and Literacy

Language Development

Supporting Language and Literacy Development

Page 2: Supporting Language and Literacy

Theoretical Views of Language Development

• Behaviorist– Language is primarily influenced by external factors such as the modeling and

reinforcement of parents and important others

• Innatist– Language is innate, linked to the biological maturation and follows an internal

clock, needing to emerge during the “critical age” for language acquisition• Deep structure: the underlying rules of grammar that are present is all cultures and

languages. The common features of al languages

• Surface Structure; the specific vocabulary and grammar of specific languages

• Ineractionist– A compromise between both theories. The interactionist sees many

factors involved in the acquisition of language• Cognitive: language is rooted in cognition and the ability to represent objects mentally

• Social: language is intimately tied to social processes

Page 3: Supporting Language and Literacy

Components of Language

• Stages of early language development– One word stage (around 16 months)

• Babbling decreases• First words are familiar objects/people• Speech may be shortened versions of a phrase• Young toddlers may use holophrases ( a message in one word),

such as “milk” for “ I want some milk”

– Two word stage (18-30 months)• Telegraphic speech in which words are left out (“baby sleep” for “the

baby is sleeping”)

– Multiword stage (2-4 years)• Vocabulary increases dramatically• More complex syntax and other semantic knowledge• Mistakes show that chidren are working out complex grammar rules

Page 4: Supporting Language and Literacy

Language Systems and Rules

• Phonology– The sounds of words

• Semantics– Meaning of words

• Syntax– Grammatical rules that govern sentence structure

(subject-verb agreement)• Pragmatics

– Social rules of language• Morphology

– Word rules such as plurals, tense, etc.

Page 5: Supporting Language and Literacy

Bi-Lingualism

• Ability of a person to speak in a language other than their native language with a degree of fluency

• Simultaneous acquisition: when a child is exposed to two languages from birth

• Successive acquisition: occurs as a child with one language enters a world of a second language

Page 6: Supporting Language and Literacy

What is Bi-Lingual Education?

• For a great resource on bi-lingual education go to this website

• Multilingualism

• And fro information on Two Way Immersion Programs, click here…

• CAL: Digests: Two-Way Immersion Programs: Features and Statistics

Page 7: Supporting Language and Literacy

Some Guidelines for Second-Language Teaching

• Understand how children learn a second language• Make a plan for the use of two languages• Accept individual styles/differences• Support children’s attempts to communicate• Maintain as additive philosophy• Provide a stimulating, active and diverse

environment• Use informal observations to guide the planning of

curriculum• Find out about the family• Provide an accepting classroom climate

Page 8: Supporting Language and Literacy

Language Skills in Early Childhood Education

• Articulation– How chidren actually say the sounds and words

• Receptive language– What children hear and what they gain when they listen and

understand

• Expressive language– What children say, including words, grammar, and elaboration

• Graphic language– “talk written down”. Learning about print and the written word

• Enjoyment– Knowing the power and the pleasures of language

Page 9: Supporting Language and Literacy

Child-Directed Speech

• Almost every aspect of the early childhood environment and program facilitates language development. The knowledgeable teacher converses with the children using “child-directed” speech

Page 10: Supporting Language and Literacy

What is Child-Directed Speech?

• Speaking…– With clear pronunciation– At a slower rate– In shorter sentences– And repeating the same utterances, when necessary– In a higher than usual pitch– With simple words– With an exaggerated intonation so that the speech

has a sing-song quality– In grammatically simple sentences

Page 11: Supporting Language and Literacy

Language Activities

• Books

• Poetry

• Storytelling

• Flannel board stories

• Lap board stories

• Story enactment

• Puppets

Page 12: Supporting Language and Literacy

Emergent Literacy

• An awareness that learning to read and write is a dynamic, ongoing, emerging process. All aspects of language-listening, speaking, writing and reading-are all intertwined and develop concurrently, not necessarily sequentially

Page 13: Supporting Language and Literacy

Key Components

• Rich teacher-talk: engaging chidren in rich conversations

• Reading: read, read, read, and then read some more. Research continually shows us that reading aloud to children increases their reading ability, plus it’s fun!

• Phonological awareness: an understanding that speech is made up of units, such as words, syllables, and sounds.The ability to use these when speaking. Playing with language is a way to enhance this.

Page 14: Supporting Language and Literacy

• Letter and sound recognitions; association of letters with appropriate sounds

• Awareness of print and support for emerging reading: understanding that words in print convey a message, that we read from left to right, and that printed words have a corresponding spoken word

• Early writing development: attempts to imitate writing, such as scribbles and inventive spelling

Page 15: Supporting Language and Literacy

Promoting Literacy Development

• Whole language Approach

• International Reading Association : Home

• And a lot of articles about literacy development are at this website…

• California Preschool Instructional Networks

Page 16: Supporting Language and Literacy

Language Milestones

• There are a lot of useful websites for you to look at that give developmental milestones for language development. I like the following one:

• Language and Speech Development In Children

Page 17: Supporting Language and Literacy

Creating a Print Rich environment

• Provide plenty of time for using books and other materials

• Make a space that is quiet and comfortable• Have plenty of books and supporting

materials• Display children’s literary creations• Foster children’s reading at home• Use books around the room