Emergent Language in 35 Year Olds Adventist CIRCLE在35岁安圈紧急语言.pptVIP

Emergent Language in 3-5 Year Olds Sandra Doran, Ed.D. Associate Superintendent of Education Florida Conference of SDA Fostering language development in young children Phonology: The Sounds of our Language Language-Rich Environment: The beauty of words. Environmental Sounds Rhyming Eletelephony Once there was an elephant, Who tried to use the telephant— No! No! I mean an elephone Who tried to use the telephone— (Dear me! I am not certain quite That even now I’ve got it right.) Howe’er it was, he got his trunk Entangled in the telephunk; The more he tried to get it free, The louder buzzed the telephee— I fear I’d better drop the song Of elephop and telephong! Word Parts Categorization Tasks Blending Tasks #1. Talking to control behavior. Both teacher and child know that they already know the answers. The teacher is steering the child through a match game, checking to see if she knows the answers. #2. Talking to manipulate towards a pedagogical end. Any kind of classroom talk that is unnatural, that is directed toward pedagogical ends and not toward communication with children, is dishonest. “Teacher Talk.” “Pedagogical Register.” Higher pitch, exaggerated enunciation and intonational pattern. #3. Talking out of genuine interest. The language is not contrived by the teacher to make her point. It is allowed to range, as natural conversation often does, from topic to topic as attention shifts focus. Functionally rich talk. Children interact with each other as well as the teacher. Promote a language-rich classroom. Show children their talk is valued. Give children things to talk about. Give children opportunities to talk in a variety of ways. Give children many times during the day to talk. Give children words to use in their talk. * * A child speaking is an esthetic event. Through learning to talk, children learn how to do well in society. And as they learn, they create beauty. --Robert Hopper and Rita Narremore, Children’s Speech: A