lled 556 2010-3-oral
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LLED 556 #3
Oral and Written Language
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Why oral language is important
★strong relationship to literacy learning, school achievement (“4th Grade Slump”), and success beyond school
★preschool oral language abilities predict reading three to five years later
★In particular: → expressive vocabulary, and → specific school-based language practices
(oral and written genres / Discourses)
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★Expressive vocabulary is a stronger predictor of reading than phonemic awareness (only related to single-word reading)
★Semantic skills (meaning vocabulary) predict passage comprehension
★Phonemic awareness appears to be a side effect of more general language abilities
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Oral Vocabulary Gap Widens
At Kindergarten entry
• advanced children (75th percentile) are about a "year" ahead of average children
• delayed children (25th percentile) are about a year behind
At Grade 3 entry
• advanced children’s comprehension is equivalent to that of average children in grade 4
• slower-progressing children are similar to grade 2 children or younger
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Concerns
★Current school practices typically have little effect on oral language development during the primary years
★Children who enter grade 4 with lower vocabulary show increasing problems with reading comprehension, even if they have good decoding/word identification skills
★To increase children’s ability to profit from education, we need to enrich their oral language development during the early years of schooling (Biemiller, 2003)
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Yet, the correlation between language abilities and success in learning to read hides an important reality:
★Most children (even poor children) enter school with large vocabularies, complex grammar, and deep understandings of experiences and stories.
★ “It has been decades since anyone believed that poor and minority children entered school with 'no language’”(Labov, 1972; Gee, 1996, 2001).
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The critical difference:
Children who fail in school do not lack not general language abilities, but rather,
specific verbal abilities tied to specific school-based practices and school-based genres of oral and written language.
Children whose vocabularies are larger in ways that enhance their early school success:
know, and especially can use, more words tied to the specific forms of language that school-based practices use.
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Oral Language: Key Ideas
★Meaning-making system (signs, symbols, semiotics)
★Main tool for communication, upon which others are built
★Related to literacy, other forms of representation, other symbol systems
★Related to action, thinking and knowledge-building
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Language as Social Practices
★ In the “real world” language is contextualized, integrated with human activities rather than “apart”
★People use language for specific purposes - to get things done
★ Language practices vary across cultures★Within cultures/societies, language varies
with different contexts and activities
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Language learning is:★Biological / Physical - capability
for oral language★Cognitive & Affective
→ capacity is “hard wired” in humans
→ learned through use→ active engagement→ experimentation & play→ successive approximations
★Social
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Language mediates thought and action (Vygotsky)
The child begins to master his/her environment with the use of speech, → which produces new relations with
the environment→ speech not only accompanies a
specific activity, but also plays a specific role - facilitating the attainment of the goal, and guiding the child’s behaviour.
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★For young children talking to self “out loud” enables problem-solving
★ Internalization of social speech, at about age 7, becomes private or inner speech, which then precedes action (planning).→ “internal dialogue” (Lindfors, 1999)
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Contributions of the Social World
Cultural Resources★ language system (vocabulary, syntax, alphabet)★ genres - typical ways of using language - oral and
written★ texts of various kinds (print, multimodal)★ participation structures (discourses; Discourses)★ children learn their primary Discourses within the
family
Immersion (language environment)Opportunities for social interaction
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modelling and demonstration of oral language
★ forms and purposes
★ social practices, participation structures→ contextualized→ integrated within purposeful activity→ shared attention→ collaborative→ dialogic - built on others’ words→ transactional - meaning created in the interaction
Social Interaction (adults and other children)
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Scaffolding by more advanced language users
★Focus on meaning and purpose★Acceptance of approximation★Feedback★Contingent response★Support★Extension and elaboration (stretching)
(Joan Tough, Gordon Wells)
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What does not work well in promoting oral language?
★Too much teacher talk (e.g., IRE, whole class instruction, ability grouping)
★Mostly-quiet classrooms★Isolated vocabulary instruction★Vocabulary worksheets, etc.★Taking time from content area
curriculum to spend on language arts
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Fostering Oral Language
★Broadly speaking, language can only "grow" through interaction with people and texts that introduce new vocabulary, concepts, and language structures (Biemiller, 2003).→ “texts that stretch”
★Much language growth comes from non-print sources (parents, peers, teacher explanations, class discussions, television, etc.)→ “wrap language in and around experience”
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Enriched Language Environments
Enhanced verbal abilities result from family, community, and school language environments in which children: ★interact intensively with adults and more
advanced peers and ★experience cognitively challenging talk and
texts → on sustained topics, and → in a variety of oral and written genres
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Contributions of Schooling
★Build on children’s existing language (vocabulary, primary Discourses)
★Acknowledge cultural and linguistic differences in children’s backgrounds
★Provide children with rich language resources and experiences for learning across the curriculum
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★Facilitate children’s capacity to use language
✓ for communication and social interaction
✓ as a tool for thinking and learning✓ secondary Discourses and genres
needed for success in school and beyond