Oral Language" Introduction Child development is the most imperative phase of human life. The thoughts inculcated during childhood serves as the foundation for the entire life. In the formative years every child is innocent and unaware of the world and its intricacies…
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Spoken language is essential for the onset of thoughtfulness. Once familiarity is developed with the listening and speaking skills it enables the development of writing and reading skills. Playing games with the kids, talking with them, spinning a tale, involving them through the mysteries of stuffed animals, narrating stories with props, spiritual chants, songs, puppets, playing interactive computer games, drawing and colouring facilitate them to construct an approachable and communicative language. Such activities stimulate the brain and aids in building vocabulary on one hand, while on the other these actions train the children to become accustomed with the oral language (Oral Language Activities that Develop Reading Readiness). Further, enables the child to develop fine as well as gross motor skills. With the advent of science and technology, various audio visual aids are available encompassing songs and rhymes that are directed to develop the understanding towards the surroundings, about self and body parts, about weather, clothes, shelters, pets, time, good habits, actions and keep the children involved in a complete manner. These activities play vital role in the cognitive development of the child right from the birth (Songs for Teaching). A constructive interaction always encourages the child, at the same time it is essential to put off falter and pauses for the growing personality. Early speech development allows the child to articulate and build communication with everyone around. This gives support in mastering other skills like writing, reading and understanding at much faster pace (Small, 2011). Understanding the requirement of the child as per age enhances the speech development. For instance- From Birth to Age of two- The care giver should talk a lot with the baby belonging to this particular age group. Babies at this age start recognizing the sounds, gesture and they start with the mono-syllable words, they try to identify the jargons, songs and rhymes encompassing actions and movements, gesture empowers their grasping. On the other hand, at the age of two to four grasping improves and therefore words should be spoken with care so that the appropriate vocabulary is framed. Use of abusive language in front of the child puts a wrong perception in the development. Age four to six, the school age, requires constant motivation and admiration for the good deeds performed or for the small achievements. Initiating expansion of vocabulary enables greater command over the language at the early stage of development, while at seven to eight years, the child understands the world around and should always be encouraged to ask and express what they perceive, enhancing the development of understanding the world in a better way and safeguarding self from any kind of mishaps or abuses (Small, 2011). Oral language is the most imperative part of the child's cognitive development, as it is the only means that aid in conveying wishes and knowledge. Oral language is the vital characteristic of language as it paves the way for literacy proficiency. Significance Oral language becomes a contributing factor in the academic success. According to Rhode Island Department of Education, "At middle school, student who had poor oral language skills in kindergarten lag five years behind their peers who had strong oral language skills in kindergarten." Oral language plays an important role in generating phonological responsiveness of words, followed by
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The Comprehensive Assessment of Spoken Language is seen as an idyllic measurement of “spoken language disorders, dyslexia, delayed language as well as aphasia” (Carrow-Woolfolk, 1999). The administration of this measurement is done individually and it is primarily a research based measurement of oral language assessment battery.
This paper reviews an article that studies the efficacy that language intervention during early childhood has on learning abilities of such children. The choice of the article has been informed by its relevance in understanding the learning psychology of children and how such could be nurtured to ensure that a child exhibits excellence in acquiring literacy skills.
This chapter discusses the Oral Approach and the Situational Language Teaching approach in learning a foreign language. The evolution of these approaches were influenced by prominent language teaching specialists, Palmer, Hornby, Tate, Pittman, etc. The Oral Approach is a language teaching approach that encourages the verbal use of the foreign language, as it endorses its practical use instead of remaining as stock knowledge.
It is possible for the educators to locate the relevant resources in ESOL methodologies through an intensive research. Once the educator has located the ESOL methodologies, the educator should demonstrate the knowledge of historical development and/or major professional publication related of ESOL in teaching.
4 DEVELOPMENT OF ORAL LANGUAGE…………………………………………………..5 DEVELOPING VOCABULARY……………………………………………………………..8 MOTIVATING TEACHING TECHNIQUES…………………………………………………9 CONCLUSION……………………………………………………………………………….10 INTRODUCTION The developing years are critical and crucial for the early literacy and the development of oral language.
It is a communication disorder consisting of inappropriate use in any of the structures of language (e.g., morphology refer as the structure of a word includes the patterns of inflections and derivation), syntax (organization of words in sentences defines the ordering of and relationship between the words and other structural elements in phrases and sentences The syntax may be of a whole language, a single phrase or sentence, or of an individual speaker), semantics (the study of how meaning in language is created by the use and interrelationships of words, phrases, and sentences), and pragmatics (the branch of linguistics that studies language use rather than language structure) which advers
There are obviously a large number of possible methods of testing oral skills, some of them testing specific areas, e.g. pronunciation, and some of them involving the use of recording equipment. The most common way of testing general oral proficiency, however,
The author of the paper states that the use of language refers to the reasons why individuals speak and the ways they construct conversations depending upon what they know about the listener and the context. Language impairment can be further broken down into receptive and expressive language impairments.
I have chosen a short story “The Boy and The Ghost” written by Robert D. San Souci.
The week will cover Oral language and Vocabulary, Phonics and Word Analysis, Fluency, Reading Comprehension and Writing. There will objective and measurable activities to
nd his claims that nearly all researchers can relate the tale of how this psychedelic, initially synaesthetic, oral language-making linked people deeply and equally to their natural surroundings, a mutual be-speaking, which was increasingly lost during writing, and mainly during
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