ORAL LANGUAGE:

ORAL LANGUAGE:

STRATEGIES AND TECHNIQUES

The Importance of Oral Language

Topic	Term	Definition	Examples
Oral Language	Language Speech	A socially shared code or conventional system that represents ideas through the use of arbitrary symbols and rules Neuromuscular act of producing sounds that are used in language	English, Filipino, Chinese Stuttering, cluttering
Components of oral language	Sender	Person/s who send the message	Mother
	Receiver	Person/s who receive the message	Child
	message	A shared code	“Take a bath”
Categories of language	Expressive language	Spoken words that produce from speech	Showing a child a picture of rabbit, the child says rabbit
	Receptive language	understanding or comprehension of spoken words	You ask the child to tell you if the words bat and back are the same or different
Components of oral language	Phonology	system of each sound & rules how sounds can be combined together	/ae/ /bi/ /si/
	Phoneme    Morphology	smallest linguistic unit of speech how words are constructed from morphemes	Boy, run, bat
	Morpheme     Free morpheme     Bound      morpheme	smallest linguistic unit that has meaning it can stand alone only has meaning when connected to a free morpheme	Girl, swim, rat Ing, ly, pre, ed
	Syntax	system of rules determine the correct structure of words & phrases to form sentences	A child could say, “Billy and Natasha were playing with the toy.” or “The toy was played with by Billy and Natasha.”
	Semantics	meaning of language	Roger was flying today which might mean; Roger ran really fast, Roger was driving very fast or Roger flew on a plane.
	Pragmatics	use of language in social contexts; conversation	Conversations, narratives or stories

Different Models of Language Development

Model of Language development	Definition	Best learned through	Example
Behavioural model	Language is learned like other skills and behaviours	Modelling, imitation, reinforcement, punishment or extinction	Some parents don not give their child food or drink (reinforcer) until they use words like juice or drink (behaviour)
Psycholinguistic model	All children are born with a universal learning mechanism called Language Acquisition Device that allows fro children to learn language easily
Semantic-Cognitive Model	Children is very much dependent on their cognitive development	Rich Experiences	Teachers may look for “learning moment” to stop the class and teach a particular concept.
Pragmatic Model	Children develop language through the need to communicate and interact with others	communication

Typical Language Development

Factors in determining when child has language problem	Language difficulties and Implications in the classroom
·         Academic difficulties ·         Problems affects his relationships and interactions with peers and others ·         Inability to interact with the teacher and other professionals ·         Lack of progress in language	*only 6% of students with language disorders receive services by speech language pathologists Problems in phonology, morphology and syntax Problems in semantics and pragmatics

Oral Language and Reading and Writing

Language domains	Implications for reading	Implications for writing
Phonology
Demonstrated delays in phonology	Phonological skills are related to the development of phonemic awareness & decoding	Phonological skills are related to spelling development
morphology
Difficulties w/ production of morphemes	Knowledge or morphology is needed to comprehend sophisticated meaning changes in text	Morphology is critical to conventional writers who communicate subtle word meanings through text
semantics
Restricted experiences & background knowledge Vocabulary delays	Background knowledge & vocabulary are needed to effectively comprehend text Vocabulary is needed to communicate during a range of reading lessons	Background knowledge & vocabulary are central to content generation Categories of knowledge support retrieval of content Vocabulary is needed to communicate during a range of writing lessons
syntax
One-to-two-word utterance predominate Prevalence of simple clause types, word order deviation, & word omissions	Knowledge of sentence structure & sentence connection  is needed to process the range of sentences encountered in text	Knowledge of sentence structure is needed to compose simple, compound, & complex sentences; support cohesion between sentences
Pragmatics
Impaired pragmatic skills Typically respondents Restricted range of speech acts	Pragmatic skills are related to understanding author’s intention Pragmatic skills are needed to understand classroom participation structures of reading activities	Related to understanding audience Writing requires children to generate text independently often w/ an absent audience Needed to understand classroom participation structures of writing activities Children ask questions & comments on peer’s composition
discourse
Greater number of communication experiences w/ conversational discourse Restricted experiences w/  classroom discourse	Knowledge of the discourse structures of text is needed to support text comprehension Knowledge of the discourse strictures of reading lessons  is needed to participate effectively in classrooms	Knowledge of the discourse structures of text is needed to organize a coherent composition Knowledge of the discourse structures of writing lessons is needed to participate effectively in classrooms

Strategies & Techniques for Teaching Oral language Skills

Basic principles for teaching oral Language	Routines when students use to communicate	Templates for teaching communication lessons in the classroom
·         Use imitation & modelling for the proper use of language. Provide positive reinforcement ·         Teach language skills in context ·         Teach rules from using language ·         Teach language w/in a group dynamic ·         Use games/ other activities to teach language skills ·         Focus on expressive & receptive language skills ·         Gain their attention before beginning an activity. Use tactile & fun materials ·         Use sufficient  wait-time when asking questions (3 seconds of wait time) ·         Use structured lesson plans that include aspects of Direct Instruction ·         Teach for generalization	·         Beginning the day ·         Transition between subjects ·         Lunch ·         Recess ·         Free choice time ·         Ending of the day ·         Classroom lessons ·         Reading groups ·         Tests ·         Getting, doing & returning homework ·         Working independently’ ·         Studying from workbooks	·         Target skill ·         Opening question ·         Model ·         Role-play ·         Carry over ·         Warm up ·         Challenge & follow-up

Creating Opportunities for Students To Use Communication Skills

Learning areas	Activities
Listening skills	Games such as ·         Teacher Says ·         Same or Different ·         Last is First ·         scrambled Story ·         Word of the Day ·         Oral Reports and ·         TV Newscasts Directed Listening-Timing Activity such as: ·         Before listening, teachers establish a purpose for listening ·         During listening, teachers periodically stop the activity to ask students questions about what they are being told. ·         After listening, follow-up activities are used to review vocabulary, check comprehension, or check the accuracy of predictions.
Phonetic skills	Phonetic awareness skills for students to master: ·         Sound matching ·         Sound isolation ·         Sound substitution ·         Sound blending ·         Sound segmentation ·         Sound deletion Understanding word parts Teaching syntax and morphology: ·         Regular and irregular noun plurals ·         Noun-verb agreement ·         Regular and irregular noun possessives ·         Regular and irregular past tense of verbs ·         Adjectival inflections for comparative and superlative forms ·         Noun and adverb derivation ·         Prefixing Building vocabulary and improving word find: ·         Introduce vocabulary word in context ·         Provide definition that use examples in context ·         Use pictures or real-life examples to illustrate ·         Present multiple examples ·         Relate vocabulary words with information in students’ prior knowledge ·         Use of semantic maps, mnemonic strategies, visual imagery Facilitating word retrieval: ·         providing word cues ·         use phonemic cues to assist students ·         use associative cues or synonyms ·         provide multiple cues ·         provide cues that are used to study the word
Improving pragmatic skills	Changing the response format of assignments Activities that use oral language Oral reports Demonstrations Role playing (individual and interactive) Asking for clarification Asking for more information
Discussion skills	Choosing familiar and interesting topics SLANT Strategy (Sit up, Lean forward, Activate your thinking, Name key information and Track the talker)