oral_language_development
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oral_language_development [2022/03/13 16:29] – [Oral Language and Comprehension] 76.23.135.43 | oral_language_development [2023/01/26 16:04] – [Vygotskian Theories of Development] jgmac1106 | ||
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====== Definition ====== | ====== Definition ====== | ||
- | Oral language development is the development of communication skills using spoken words or sound to express feelings, needs, and ideas. | + | Oral language development is growth and enculturation in |
- | Oral language involves speaking and listening skills. | + | Oral language involves speaking and listening skills. |
Oral language is made up of at least five components which are phonological skills, pragmatics, syntax morphological skills, and semantics(vocabulary). All these components of oral language are necessary to communicate and learn through conversation and spoken interaction. | Oral language is made up of at least five components which are phonological skills, pragmatics, syntax morphological skills, and semantics(vocabulary). All these components of oral language are necessary to communicate and learn through conversation and spoken interaction. | ||
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+ | When you consider responsive communication, | ||
====== What does Research Say? ====== | ====== What does Research Say? ====== | ||
===== Acquisition ===== | ===== Acquisition ===== | ||
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+ | In terms of early childhood literacy teaching we know vocabulary knowledge and student knowledge | ||
+ | of the structure of language originates from oral language used at home. This influences their later literacy skills such as reading and writing (Shanahan, 2006). We also must consider how we value and use different syntacic structures of different cultures as an asset in our class and not a deficiency that needs intervention. | ||
Children usually say a first word around 12 months of age. They then and experience a vocabulary groeth | Children usually say a first word around 12 months of age. They then and experience a vocabulary groeth | ||
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===== Stage Versus Non Stage Development of Oral Language ===== | ===== Stage Versus Non Stage Development of Oral Language ===== | ||
- | Almost everyone agrees on the importance of oral language development mapping to phonemic awareness. There is disagrmeent | + | Almost everyone agrees on the importance of oral language development mapping to phonemic awareness. There is disagreement |
- | Stage or phase theories trace there theories | + | Stage or phase theories trace back to Jean Chall. |
* pre-alphabetic | * pre-alphabetic | ||
* partial alphabetic | * partial alphabetic | ||
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Stage theories | Stage theories | ||
- | In a nonstage theories researchers believe in an incremental approach to mapping phonemes to letters through oral language development. They argue , beginning readers learn words through three factors of phonology, orthography, | + | In a nonstage theories researchers believe in an incremental approach to mapping phonemes to letters through oral language development. They argue , beginning readers learn words through three factors of phonology, orthography, |
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+ | Others argue that the syntactic approaches of stage development theories reinforce specific cultural behaviors while discounting the syntactic patterns of different families and cultures. | ||
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+ | ====== Vygotskian Theories of Development ====== | ||
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+ | Vygotskyian theories of development also relied on stages but these were more socially bound developments rather than sequential or developmental changes in a child. For infants to pre-school aged children Vygotsky wrote of neoformation or ideas and concepts, that came about due to social situations. | ||
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+ | Vygotsky saw childhood through a lens of stable periods punctuated by periods of crisis he referred to as critical periods. Preschool at age three was one of these periods. Vygotsky even highlighted the importance of Universal pre-school. | ||
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+ | " | ||
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+ | Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of devlopement. Some things children can't be taught, even with assistance.\ | ||
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+ | This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" | ||
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+ | Overall the different theoretical approaches may impact the measures and interventions of oral language development but all researchers agree that background knowledge and oral language predict later reading performance. | ||
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+ | While both Piaget and Vygotsky held some type of " | ||
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+ | Vygotskyian theories of oral language development influences much of the research in oral language development. | ||
===== Oral Language and Comprehension ===== | ===== Oral Language and Comprehension ===== | ||
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* Sharing stories with children about your life experiences. | * Sharing stories with children about your life experiences. | ||
* Having daily conversations with children in their home language. | * Having daily conversations with children in their home language. | ||
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* Reading books aloud to children and engaging in conversations about what was read. | * Reading books aloud to children and engaging in conversations about what was read. | ||
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===== Oral Language Development In the Classroom ===== | ===== Oral Language Development In the Classroom ===== |
oral_language_development.txt · Last modified: 2023/01/28 16:15 by jgmac1106