Fostering the Development of Language Skills Chapter 12

The Components of language Language is a set of tools we use to express out feelings and communicate our thoughts and ideas. Children must develop their skills as listeners, speakers, readers, and writers

How children develop Language Nativist Theory (Chomsky, 1968): children are born with an ability to formulate language and it is triggered into use by exposure to people speaking whatever language is specific to their culture Behaviorist Approach (Bandura, 1977): children learn language through modeling, imitation and reinforcement Sociolinguistic Theory (Bruner, 1983; Vygotsky, 1962): Environment plays a big role on children’s language development

Contributions by adults to the child’s acquisition of language “Motherese”- special form of language adults use to speak with infants and toddlers, using a higher pitch, speaking more slowly, repeating words and phrases Value listening – listening forms the foundation of language learning. Infants begin to distinguish the sounds that are used in their native language. Value children’s talking – children’s receptive language (understanding the meaning) develops first, then expressive language (producing words). However, In order to produce language, children need to go beyond listening and practice, practice, practice

Developmental Milestones Teacher should be aware of the developmental milestones of children’s language acquisition to identify language delays Assessing children’s language development – some children use language more to meet their needs than the others. Culture, temperament, socioeconomic status, intelligence affects use of language

Basic Ways to Foster Language Development Listen to the children Give the children something real (meaningful) to talk about Encourage conversation between children Encourage conversation and dialogue between teachers and children: Toss the conversational ball back and forth Seize one-to-one moments for conversation Make sure you talk with less verbal children Developing conversation at mealtimes Use mealtimes as an opportunity to build children’s vocabulary and concepts

Use Questions and Answers that Generate Speech and Develop Language Ask questions that require more than one-word answer When replying to a child’s questions or statements, elaborate When necessary, seek professional assistance promptly

Which Language Should the Teacher Encourage? Teach first in the child’s home language, then in English Make it clear to the families that you value the child’s native language and cultural background Make the child feel welcome Honor the family What to do when you do not speak a child’s language: learn as many phrases as you can to communicate with the child in his/her native language What to do about the child (mostly African American children) who speaks a dialect: Respect their language and at the same time make it possible for them to learn standard American English

Children Who Have Special Disabilities Related to Speech and Hearing Four problems the teacher is most likely to come across: Articulation disorders - not able to pronounce certain sounds. After the age of 3 and up, consider professional help delayed speech – might associate with cognitive delay, lack of language stimulation hearing disorders – could be ear infection, hearing loss Stuttering – common with children under age 5 who are undergoing the stress of learning to talk. Encourage the families to relax and not to focus on the behavior, allow plenty of time for the child to speak, provide full and relaxed attention. Provide tension-relieving activities (water play, dramatic play). If the stuttering doesn’t approve, refer the family to the further help