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| the spoken form of communication that has been shown to be strongly related to children's early reading success and in predicting their ability to comprehend what they read |
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| requires the sender of a message to "encode" or to put his or her thoughts into a symbolic form |
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| often takes the form of spoken words or written words, but may also be represented visually through gestures, art, pictures, video, or dramatization |
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| requires the receiver of a message to "decode" or unlock the code of the spoken or written communication used by the sender in order to understand the message |
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| the structure of language is typically divided into 6 interrelated components: |
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1. phonology
2. orthology
3. morphology
4. syntax
5. semantics
6. pragmatics |
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| a component of language that refers to sounds in speech |
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| 2 major components in phonology: |
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1. prosodic features
- what we sometimes call "speaking with expression"
2. articulary units
- elements such as individual speech sounds, syllables, and words
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refers to how one's voice rises or falls when one is speaking
EX: voice pitch usually drops at the end of a statement
EX: voice pitch usually rises at the end of a question
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speech intensity-- the loudness or softness of spoken words
EX: when a speaker wants to emphasize a particular point, he or she will articulate a word or phrase more loudly
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| the time between words; note, for example, the difference between "I scream" and "ice cream" |
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| the vowel sound and every other sound that follows the vowel sound in a spoken syllable |
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| all sounds in a spoken syllable that come before the vowel sound |
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| the patterns used in English linking letters (graphemes) to sounds (phonemes) in spoken language to produce conventional word spellings |
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| knowing that speech sounds and letters link to one another |
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| the study of word structures that create meaning |
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| 2 major types of morphemes: |
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| the understanding of how words are combined into larger language structures, especially sentences |
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| a rule system for describing the structure or organization of a language |
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| connecting one's background experiences, knowledge, interests, attitudes, and perspectives with spoken or written language to construct meaning |
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| the believe that new knowledge is connected to related ideas one already knows |
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| speech variations associated with various regions of the US or ethnic groups-- impact children's ability to understand and use the sounds of spoken English |
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| believe that oral language is learned through conditioning and shaping, processes that involve a stimulus and a reward or a punishment |
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| infants learn oral language from other human role models through a process involving stimulation/modeling, imitation, rewards, punishment, and practice |
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believe that language learning is natural for human beings
babies enter the world with a biological propensity (inclination)-- an inborn device as it were-- to learn language
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| emerged from the work of Jean Piaget |
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| believed that language development is linked to cognitive development |
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| one's environment and the people in it play a critical role in the development of language |
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| assumes that language development is greatly influenced by physical, social, and linguistic factors |
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| zone of proximal development (ZPD) |
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| the difference between what a child can do alone and in collaboration with others |
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| can be performed by the teacher or another student who has mastered the desired skill |
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| the overgeneralization by analogy of a language rule, which often results in using an incorrect substitute word in speech |
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| real world and classroom-based oral language practice |
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1. vocabulary
2. verb tense
3. parts of speech
4. sentence structure |
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| varying the ways oral language can be used |
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| instructional conversations |
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| involve teacher-student dialogue instead of lecture; are especially academically focused on key areas like math, science, and social studies; are explicitly goal-directed; and are typically conducted in small-group discussions |
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| the average number of words spoken together |
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| mean length of utterance (MLU) |
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often thought of as simple picture book reading, but it has a much different face
it transfers the book's oral language responsibility to the child, who leads a dialogue with his parent around the pictures he chooses
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| innotation, stress, and juncture |
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Definition
| prosodic or expressive features of spoken language include: (3) |
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| 2 major types of morphemes |
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| words, syllables, and phonemes |
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| articulatory features of spoken language include: (3) |
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words with an added suffix or meaningful word ending
EX: -s, -ed, -ing, and -est |
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a word that stands alone and has meaning
EX: ball, peninsula, and chain |
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must be connected to another morpheme
EX: -ocracy, -ante, and bio- |
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involve adding a letter to or changing letters within a word, thereby changing the part of speech
EX: changing the words rust to rusty by adding a y to the noun rust changes the part of speech to an adjective |
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| single words created by joining two words together in various ways |
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the study of how language is used in society to satisfy the needs of human communication
knowing how language works and is used in one's culture |
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| 3 pragmatic language functions in our day-to-day lives |
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1. ideational
2. interpersonal
3. textual |
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| Pragmatic Language Functions: (10) |
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Definition
1. Instrumental
2. Regulatory
3. Interactional
4. Personal
5. Heuristic
6. Imaginative
7. Representational
8. Divertive
9. Authoritative/contractual
10. Perpetuating |
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| explains to some degree how children can generate or invent language they have never heard before |
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| preverbal (Piaget's Sensorimotor State) |
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0-2 years
birth to 6 months: crying and babbling
12-18 months: children repeat 1-syllable words "da-da" |
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| vocabulary and true language (Piaget's Preoperational State) |
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2-7 years
18 months-2 yrs: children become skillful at naming things in their environment, using 1-word utterances to communicate complex sets of needs or ideas; they then use simple sentences
3-4 yrs: continue using simple sentences, begin using compound sentences; they understand present and past tenses, but overgeneralize sometimes; understand concepts like few and many, first and second; and they may have a speaking vocabulary of up to 1,500 words
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| divertive language function |
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points out the use of oral language for enjoyment, amusment, and recreation-- using language as a diversion
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| authoritative language function |
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focuses on using oral language to provide others with important information or to enforce rules, statutes, laws, and ordinances
this is a daily experience at school |
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| perpetuating language functions |
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| uses oral language to tell others about historical events that are worthy of preserving and being passed on to others |
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| imaginative language function |
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| finds expression in using oral language for pretend or fantasy play |
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| representation language function |
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focuses on using oral language to give others instructions for performing a task successfully or directions to find a location
EX: treasure hunts |
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| To develop high levels of oral language ability among young learners, teachers should: |
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Definition
1. build on students' prior knowledge of both language and content
2. create meaningful contexts for functional use of language
3. provide comprehensible input and model forms of language in a variety of ways connected to meaning
4. provide a range of opportunities for practice and application so as to develop fluency
5. establish a positive and supportive environment for practice, with clear goals and immediate corrective feedback
6. reflect on the forms of language and the process of learning |
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