Oral Language Development

In Second Langauge Acquisition by Carlin Conner

Overview - Chapter 4

This chapter begins by describing how speaking, listening, reading, and writing are all interconnected in language acquisition. The forms (grammar, words, pronunciation) and functions (intentions) of speech used by the speaker will change based on the social context of the interaction.

Next, the book outlines many games and activities for promoting language development in an engaging and entertaining way in the classroom. Tips for developing language within the core content areas are also provided.

Finally, the chapter closes by describing the different stages of language development and how teachers can effectively track the development of language with specific students using checklists, observations, and the SOLOM observation tool.

Tying it all together

What can the teacher do?

Teachers must make a purposeful effort to integrate the different language processes into instruction. This integration can be done easily through classroom games and student led activities. Specific vocabulary accompanies each content area, which makes it important to not only promote language development skills in reading/writing, but also in math, science, and social studies. The more interactive the vocabulary instruction is, the more likely the student will be able to retain the information and use it in context. Teachers should use checklists and observations to track oral language development of their EL's throughout the school year to track progress and plan for instruction and interventions.


The textbook lists the following websites as useful resources for oral language development in EL's:


www.cal.org/siteMAP.html


www.colorincolorado.org/educators/content/oral/


www.esl-lab.com


www.teachertube.com/

Carlin Conner

Monday, June 15th, 11:45pm

3101 University Blvd

Dallas, TX

Online Reading Response 1