Spoken Language Essay

Many times whenever teachers think of oral language in the classroom, the believe it to be a bad thing, because for so long we believed that if you were talking then that meant that you weren’t learning. This could not be further from the truth, in fact oral language is the foundation for students learning. It is through Oral language that we learn important skills such as listening, expressive language, and vocabulary. We as teachers can help to support oral language in our classroom in many ways.

As a HLTA, when working with children and young people, as individuals or in groups, how you use your language will shape the interpersonal relationships you build with them and climate of the working environment. The National Literary Strategy states that ‘good oral work enhances pupils’ understanding of language in both oral and written forms and of the way in which language can be used to communicate.’

Language is the way people communicate with each other. It allows us/them to express their thoughts and impart information through writing or speech. However, this exchange is not necessarily always objective as words and their meaning can/may be tainted by the speaker’s intentions. In politics, language is not only a powerful tool to conceal the truth and influence the public’s opinion but also a weapon against their opponents.

However, the spoken word is not the only way in which we communicate; in schools it is important

Lancaster’s class communicate in a variety of ways ranging from talking using body language and mouthing words to all out yelling across the room, this behavior is evident in all of her classes. Standard English is not always used in this class between students, but between Lancaster and her students she prefers to use Standard English to communicate, but if she is in the middle of conducting and cannot talk she will use hand gestures to communicate. Also, conducting is her form of talking to tell her students to get louder, quieter, hold out notes, or stop playing or singing all together. In her class, no ESL students are enrolled, while there may be bilingual students, all of her students speak fluent English. Evans as a school offers foreign language classes that all students must attend for at least two years, but no “bilingual” courses are

The English language, although used by almost all across the United Kingdom, has been mutated and altered in so many ways that sometimes we cannot even understand it ourselves.

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

Nothing brings people together more than language. As an international student, I noticed that more often than not, international students tend to befriend those with a common native language. Perhaps their common language makes it easier for them to communicate since they might not be comfortable with speaking English. Another possibility would be that sharing a language can also mean that they share a common way of thinking. Lera Boroditsky, an assistant psychology professor at Stanford University, wrote the article “How Does Our Language Shape the Way We Think?” to illustrate to her readers that language, whether it is grammar or just the general logic, does indeed affect how we think. Boroditsky and research teams in Stanford and MIT collected data from all over the world. Because of the extensive amount of research and her article’s solid structure, I find Boroditsky’s argument easy to follow and understand, therefore quite convincing. She is so knowledgeable in her area that her arguments and article are solid and build on top of each other like Tetris tiles. A well-written article can only be achieved by knowing and understanding your material well.

The article I picked for this assignment analyzes the authors viewpoint against the development of spoken language among children in two different school. The authors attempt to convey the importance behind oral language and listening skills in reception children. Included in the article are results of children in varies school showing the lack of language skills. The author works on suggesting intervention programs to have a positive effect on these skills that need improvement throughout the school education. Surveys and researchers believe that about half of teachers are decreasing speaking and listening skills in the past five years. Practicing skills of talking and listening are essential. Mentioned in the article, “language difficulties are that children have problems in three areas: accessing curriculum on language related tasks, interaction and social skills, and attention span towards learning” in the classroom (pg. 658). This article worked on intervention program for teacher to train students to improve their language skills on standardize exams. In my opinion, having the ability to speak is a way to communicate and share ideas and thoughts with others, and express feelings on how one feels. Listening skills are processed after we hear something. It involves one’s attention and decision to participate in a discussion and respond to message. Also, it requires the ability to focus on the conversation without being distracted, but having a meaningful connection with

Much of the public is misinformed about the existence of nonstandard language varieties, regarding them as “improper” forms of English. AEMP aims to change these views, often held by teachers, by validating nonstandard language varieties, thereby placing pressure upon these teachers to change their attitudes toward the languages, those who speak the languages, and the culture of these speakers. Second-language theorist AEMP classrooms are designed to facilitate interactive communication among students and teachers through cooperative groups using the home language of these children. Put simply, “teachers should talk less (LeMoine, 1999, p. 67). And when teachers must communicate with students for instruction, it is imperative that they allow the children to express themselves in the way that is most comfortable to

There have been many policies and legal battles when it comes to English Language Learners. For every policy, then will inevitably be a case to challenge it, as it is difficult to define what is truly equitable for every ELL student. Programs for English Language Learners (ELLs) have struggled to get the needed recognition and support from school district offices of our public schools. One piece of legislation that was passed to help end the inequality of education for these students was the Equal Education Opportunity Act or EEOA. The EEOA mandated that all students that are identified as an English Language Learner are to receive individual English only instruction. This is a good start to offering the right kind of instruction that is needed for students who are struggling to learn a second language.

We conducted preliminary research to determine whether there is a need for teachers who know ASL. We looked up NIC’s course requirements for an Associate of Arts degree in Elementary or Middle School Teacher Education in the course catalog. We also researched the literacy rates for students ages 6-21 with Limited English Proficiency and students with disabilities and the benefits for social development of hearing and hard-of-hearing students co-enrolled in regular classroom settings. In an article written by Alan Goodboy and Scott Myers we discovered the types of communication teachers practice to educate students. We learned certain types of communication hinders learning while confirmation messages can promote educational outcomes.

In Australian society, varieties of Australian English create different types of prestige and use and can either be the more standard overt prestige or the more informal and casual covert prestige. Teenspeak is a variety of language that creates covert prestige between groups, while ethnolects are a type of Australian English that leads to a non-standard covert prestige. Broad Australian English is a variety of Australian English in which the accent used also creates large amounts of covert prestige and power. Teenagers are a group of individuals who use language to create an identity.

Chapter 6 deals with how an effective Teacher Leader communicates with a group. It explains traits of effective communicating skills as well as what to watch out for in terms of negative behaviors and traits that prevent effective communication. The ideal goal of communication to get both sides if the discussion to feel “mutually satisfied” (Tomal, 2013) with the result.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.