Barbara DeBoer Utah State University barbara'deboerusu'edu 435 7970397

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Barbara DeBoerUtah State Universitybarbara.deboe
r_at_usu.edu(435) 797-0397
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Lets Talk!

• What is oral language and
• why is oral language instruction important?

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Oral Language Research

• Crucially important issue (Snow, 2002)
• Foundation of literacy (Moats, 1994 Roskos,
  Tabors, Lenhart, 2004)
• Oral language skills of phonology, semantics, and
  syntax are causally related to later literacy
  skills (Tunmer, Nesdale, Wright, 1987)
• Good oral language skills are an important part
  of effective life skills (Hart Risley, 1995)

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How is language acquired and developed?
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What is Oral Language?

• Listening
• Speaking
• Communicating

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LISTENING

• Hearing the different sounds in the English
  language (Phonology)
• Being able to distinguish the different sounds in
  the English Language (Phonemic Awareness)
• Paying attention to what is being said

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SPEAKING

• The expression of the pragmatic, semantic,
  syntactical, morphological, and phonological
  aspects of language.

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Phonology The way sounds of the language operate

• Literacy Connection This knowledge forms the
  basis for understanding the alphabetic principal
  or how sounds in spoken words are represented by
  letters in written words. To be successful, a
  reader has to be automatic in decoding words
  knowing how sounds of our language map onto the
  written symbols (Vellutino Scanlon, 1987).

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Morphology Meaningful units and word formation
patterns in a language.Semantics The study of
meaning in language.
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Literacy Connection Both morphology and
semantics have to do with vocabulary, or word
meaning. Vocabulary knowledge is one of the most
important predictors of later literacy success.
Children with large vocabularies tend to have
better listening comprehension, better word
recognition, and better reading comprehension.
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Syntax The structure of language the set of
rules for arranging words into meaningful
phrases, clauses, or sentences (grammar)

• Literacy Connection Knowledge of sentence order
  and rules and familiarity with complex sentence
  structures enhances listening and reading
  comprehension. Books and written texts usually
  have a formal style of syntax. Text language is
  often different than spoken language. It is
  helpful for students to have knowledge of various
  syntax styles, both spoken and written.

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COMMUNICATING

• What are some reasons we need to talk?

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Hallidays Pragmatics

• Functions of Language

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Hallidays Pragmatics(Halliday, 1975)

• Instrumental
• To satisfy a personal need or get things done.
• Regulatory
• To control the behavior of others.
• Interactional
• To get along with others.
• Personal
• To tell about themselves.
• Heuristic
• To find out about things, to learn things.
• Imaginative
• To pretend, to make believe.
• Informative
• To communicate information to others.

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Contextualized vs.DecontextualizedSpeech(Snow,
1991)
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What does effective oral language instruction
look like in the classroom?
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K-6 Oral LanguageScope and Sequence

• Language Arts Standard 1
• (Oral Language) Students develop language for
  the purpose of effectively communicating through
  listening, speaking, viewing, and presenting.

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How can administrators help with oral language
skills development in the schools?
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References

• Halliday, M. A. K. (1975). Learning how to mean
  Explorations in the development of language. New
  York Elsevier North-Holland.
• Hart, B., Risley, T. R. (1995). Meaningful
  differences in the everyday experience of young
  American children. Baltimore Brookes.
• Moats, L. C. (1994). The missing foundation in
  teacher education Knowledge of the structure of
  spoken and written language. Annals of Dyslexia,
  44, 81-102.
• Roskos, K. A., Tabors, P. O., Lenhart, L. A.
  (2004). Oral language and early literacy in
  preschool Talking, reading, and writing. Newark,
  DE International Reading Association.
• Snow, C. E. (1991). The theoretical basis for
  relationships between language and literacy in
  development. Journal of Research in Childhood
  Education, 6(1), 5-10.
• Snow, C. E. (2002). Epilogue. In C. T. Adger, C.
  E. Snow, D. Christian (Eds.), What teachers
  need to know about language (pp. 123-132).
  McHenry, IL Delta Systems Co., and Washington,
  DC The Center for Applied Linguistics. (ERIC
  Document Reproduction Service No. ED482994)
• Tunmer, W. E., Nesdale, A. R., Wright A. D.
  (1987). Syntactic awareness and reading
  acquisition. British Journal of Developmental
  Psychology, 5, 25-34.
• Vellutino, F. R., Scanlon, D. M. (1987).
  Phonological coding, phonological awareness, and
  reading ability Evidence from a longitudinal and
  experimental study. Merrill-Palmer Quarterly,
  33(3), 321-363.