1. Mary T. Castanuela Region 15 ESC
Let’s Talk!!
Mary T. Castanuela
Region 15 ESC

2. Language Rich Environment
The stimulation of language can serve as the means for continued cognitive development from early childhood to adulthood.
Sensory exploration is an educational strategy for experiencing and learning about the classroom and the world.
Through sensory exploration, young ELs begin building language and problem solving in the school environment which can increase the ability to communicate and increase academic connections.
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.

3. NOTE: To change images on this slide, select a picture and delete it
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.
1-2 years
Social Language
5-7 years
Academic Language
Basic Interpersonal Communication Skills (BICS) vs Cognitive Academic Language Proficiency (CALP)

4. Oral Language Development
Developing students' oral language skills is a big step towards building the foundation for later reading and writing.
Students in early childhood classrooms are still developing language, and it is important to continue to foster their oral language skills.
There is a direct correlation between a children's oral language skills and their later reading and writing (Echevarría, Short, & Peterson, 2012).
Through the use of read alouds and shared reading, students are exposed to developed language skills as they practice their own skills in a natural, risk-free environment.

5. Oral Language Development
Oral language is listening and speaking to communicate meaning and includes the following:
Phonology—producing the basic sound units of language
Vocabulary—the appropriate usage of words and word meanings
Grammar—combining words into phrases and sentences that make sense and are correct
Pragmatics—the appropriate use of language; rules for communicating effectively and responding to the needs of one’s listeners, such as rules of politeness, conversational skills, and extended discourse
Reading with young ELs impacts each of these four language development areas.

6. Young ELs benefit from:
being engaged in daily conversation. Students feel valued and learn that what they have to say is important as they listen to good models of language.
singing songs, playing games, and telling stories. Students begin to see that words can be used for many different purposes.
calling people, places, and things by their names. Students learn new words and make connections when they hear the names repeated over and over and see the objects or people they represent as they make connections.

7. Young ELs benefit from:
being listened to. Students will be more engaged and willing to participate in conversation when they know someone is actively listening.
being accepting of errors. Students feel more encouraged to speak when adults do not over correct errors.
reading books daily. Students are exposed to words not typically spoken by hearing them read aloud in books. By reading books with repeated text, students learn to practice using words multiple times.
(Echevarría, Short, & Peterson, 2012)

8. Phonological and Phonemic Awareness
According to the research provided in the Texas Prekindergarten Guidelines (2015), instruction in bilingual and ESL programs will emphasize phonological awareness skills within the primary language while developing English language skills. Rhyme, alliteration, sentence segmentation, syllable segmentation, onsets and rimes, phoneme segmentation, blending, and manipulation make up phonological awareness (TEA, 2015).

9. Phonological and Phonemic Awareness
Phonological and Phonemic Awareness
Phonological Awareness
Phonics
Does not involve print
Involves print
Activities are auditory
Requires looking at print
Uses manipulatives before students have learned a set of letter-sound correspondances.
Focuses on the VISUAL representation of spoken language
Focuses on the sounds of spoken language
Helps students identify words in print by "sounding out" the phonemes, blending them together, and saying the word

10. Phonological Awareness Components
Rhyming
Alliteration
Sentence segmenting
Syllable blending and segmenting
Onset and rime blending and segmenting
Phoneme blending and segmenting

11. Young ELs benefit from:
having a solid foundation in their native language which allows the transfer to the new language being learned;
being provided many opportunities to listen to repetitive songs, poems, and chants that contain sounds of letters that may be unfamiliar in their native language; and
using concrete objects (e.g.,counters, blocks, picture cue cards) to help students manipulate sounds, transitioning away from the concrete to the abstract.

12. Oral Language Development Activities = ACADEMIC SUCCESS
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.
Oral Language Development Activities = ACADEMIC SUCCESS

13. Need Help? Mary T. Castanuela mary.castanuela@esc15.net
Pinterest: marycastanuela