Effective Strategies For Promoting Oral Language Use In The Classroom

The Importance of Oral Language in Child Development

Creation of a safe and positive environment for effective teaching and learning is essential. A safe and conducive environment is an environment that would allow better studying and learning habits among students. An attractive running environment and answers better understanding, studying and comprehension. There are five key areas that will help in designing classroom strategies to promote oral language use.

Oral language is one of the first and most important, frequently utilized structured medium of communication among children. It is one of the primary means by which every child will be held to structure, evaluated, describe and even helping control of the experiences. Additionally. It is the central mediator of culture the way in which several children can locate and define themselves in the world we are living in (Tosto et al., 2017).

Basically, all language involves communication with other individuals. It also involves a process where thinking knowledge and skills are utilized to help in speaking and listening efficiently and effectively. For that reason, it is one of the central component of the lives of human being. It has continually terminated primary school curriculum. And the development of such component is given priority because at every level of education and curriculum it comes along equal-weighting thus promoting integrated processing language. Regarding this, to enhance a better structured approach for teachers to the students, the following suggested board and will be used effectively an instruction for oral language. It will involve five components of which are detailed accordingly. They Include development of listening and speaking skills, teaching of a variety of spoken texts, creation of a language learning environment, teaching and extension of vocabulary and conceptual knowledge, development of listening and speaking skills and promotion of auditory memory (Goldfeld et al., 2017).

There are various elements that will be required to be explicitly taught before coming back on focusing on formal instruction of the language itself. Some of these essential elements will include awareness of broad rules that dictates social interaction, listening rules, speaking rules and nonverbal behaviors (Goldfeld, Snow, Eadie, Munro, Gold, Le & Watts, 2017).

Being aware of the Broad rules that dictate social interaction

But in some of the listening and speaking skills, the teachers will be required to develop awareness of the way conversation works through consideration of the rules that are to be observed by some of the good listeners and speakers.

Effective teaching of listening skills, they just will be required to show forth the children footage of what it takes to have good listening skills, have a clear schedule of quiet listening opportunities being considered as part of the school day and creation of organic learning charts that will help in capturing what good listening entails) (Cameron, Carroll, Taumoepeau, & Schaughency, 2019).

Designing Classroom Strategies to Promote Oral Language Use

This will be enhanced through ensuring that students get a chance of learning a second language at the same time learning the subject. A very good example will involve integrating these health course materials which will involve English language. For this reason, the students will not only learn about science but also gain relevant vocabulary in English language skills- the subject by which science is taught. The students therefore will gather relevant knowledge air Force the subject itself and the language in which the subject is taught (Stark, 2018).

One of the major ways that will be used to support students is through maintaining of eye contact the students while giving them the instructions and encouraging them to continually do the same. I caught a plane Tennessee helps learners to gauge the attention of their audiences and thus the able to adjust the language, organization of the speech or even the volume of the language they are speaking (Paatsch, Scull & Nolan, 2019).

Oral language learning will help lay Foundation for the students especially in reading and writing skills. Children can learn some of these essential Skills that are attributed to oral language. Children will be able to utilize all of language in every aspect of the Education not only in the classroom but all their lives even as they grow into their adulthood. In the classroom, the skills attained from the old language will help them connect with their peers and even teachers effectively.  They are quite knowledge will specifically help students in understanding better and learning spoken language. Archibald, Cardy, Ansari, Olino, & Joanisse (2019) notes that an Oral language learned helps in ensuring that written language become easy. A student that is better in spoken language is most likely to be better in written language. If they are for all starts with all of language and then the written language becomes easy for the students (Murphy, Karemaker Sylva, Kanji and Jelley (2019).

Equal opportunities will be provided to all the students irrespective of disability, race, sex or gender. Children will be placed into different and various groups and they will be asked to discuss some of the questions in the oral language (Wamnebo, Hanapi, Bugis & Handayani, 2018). At specific times, they will be asked to stand and present whatever they’ve discussed. This should cut across all the children all students in the classroom. If any of the student is not able to exercise the skills gotten from oral language, necessary measures will be taken to ensure that they’re able to do so when she whether they’re on the same page with the other students (Nordahl?Hansen, Donolato, Lervåg, Norbury & Melby?Lervåg, 2019). Utilization of social interaction will major league be appointed Focus also to give the students there with opportunities to practice the language. Students with disabilities are most likely to need a little guidance of how to engage in some of the conversations. This will requires sparking of interactions every time the teacher sees it as necessary Bromley (2019). Additionally, teacher will be required to continually ask and refresh questions, refresh some of the students answers and continually give encouragements on oral conversations to continue among students irrespective of the time. It is through this that the common good will be promoted among all students.

Overview of Learning Program and Student Cohort (half page/500 words)
Year level: Yr. 7	Topic/Theme: How to video	Curriculum Learning Areas: English and general basic designing	Length of Program: One week
Description of Student Cohort (paragraph): Yes 7 is an educational group in various roles in many countries across the globe. It is one of the companies having education process that everyone should pass through, this is equivalent to grade 6 in the United States. Most children in this category are between the age of 7, 12 and 13. However, in other cases there will be students out of this bracket of the years. Their children are in their last term and in four weeks’ time they will be sitting for the last exams that will determine whether they will advance to the next class. Last will Focus more on systematic and scaffold development of language. There are some of the Teachings of this lesson that have been completed in the previous lessons. Therefore, this lesson, specifically a recap in depth of the background knowledge that their children are already having
Learning and Assessment Focus: Curriculum Content Descriptions:  Yr. 7 English/Literature and (ACELT1711) context, Identification and exploration of ideas and viewpoints regarding characters issues and events articulated in various form of texts extracted from different social, cultural and historical contexts among other essential social components that might arise while teaching. This will be interconnected to the ‘how to video’ Learning Intentions (objectives): Students are learning to: · Students should be able to know how to video using appropriate strategies and procedures and utilisation of the language in the video parts. · Students should have the knowledge on oral language to effectively make the best feature of the video. Success Criteria (assessment):  Students will: · Create a video using the appropriate strategies, methods and procedures as demonstrated in class with absolute focus on integration of language in the video parts.
Overview of Assessment Activity Sequence Learning Focus Learning Activities/Resources etc 1 Development of video making skills Teaching clinical reasoning and decision-making skills, Design, development, and usability evaluation of a serious game videos.  2 Integration of language and video Integration of Multimodality into Classroom Practices for English Language Learners.  3 Clear language focus Oral language development in the first weeks getting everyone involved.  Supporting children’s oral language development in the classroom.  4 Prior knowledge. What the student already knows. Revising the prior lessons and utilisation of the available information. Going for practicals both oral assessments and the video making assessments.

Explicitly Teaching Essential Elements Before Formal Language Instruction

Overview of Learning Program and Student Cohort (half page/500 words)
Year level: Yr. 7	Topic/Theme: How to video	Curriculum Learning Areas: English and general basic designing	Length of Program: One week
Description of Student Cohort (paragraph): Yes 7 is an educational group in various roles in many countries across the globe. It is one of the companies having education process that everyone should pass through, this is equivalent to grade 6 in the United States. Most children in this category are between the age of 7, 12 and 13. However, in other cases there will be students out of this bracket of the years. Their children are in their last term and in four weeks’ time they will be sitting for the last exams that will determine whether they will advance to the next class. Last will Focus more on systematic and scaffold development of language. There are some of the Teachings of this lesson that have been completed in the previous lessons. Therefore, this lesson, specifically a recap in depth of the background knowledge that their children are already having
Learning and Assessment Focus: Curriculum Content Descriptions:  Yr. 7 English/Literature and (ACELT1711) context, Identification and exploration of ideas and viewpoints regarding characters issues and events articulated in various form of texts extracted from different social, cultural and historical contexts among other essential social components that might arise while teaching. This will be interconnected to the ‘how to video’ Learning Intentions (objectives): Students are learning to: · Students should be able to know how to video using appropriate strategies and procedures and utilisation of the language in the video parts. · Students should have the knowledge on oral language to effectively make the best feature of the video. · Students will conjointly construct the integration of the language and the making of the video by the end of the programme. Success Criteria (assessment):  Students will: · Create a video using the appropriate strategies, methods and procedures as demonstrated in class with absolute focus on integration of language in the video parts.
Overview of Assessment Activity Sequence Learning Focus Learning Activities/Resources etc 1 Knowledge domain: English and literacy Utilisation of the available course materials to gain more knowledge regarding the oral skills. 2 Scope of learning: students will explore linguistic features integration into videos from various courses. Utilisation of Linguistic characteristics of reflective states in video annotations under different instructional conditions.  3 Learning level: the course underutilisation will be material of the level congruent to Year 7  Exploring the relations between oral language and reading instruction in a reading. Cognitive Science familiarization. 4 Prior knowledge: The existing knowledge will be used to Practicing Students’ Speaking Skill in Oral Descriptive Text by Using Video.

Boyd, M. P., & Galda, L. (2011). Real talk in elementary classrooms: Effective oral language practice. Guilford Press.

One of the most striking achievements of the children will be development of language and speech. Upon entering School, the children are expected to effectively utilize the newly learnt skills of language as appropriate tools for social negotiation and learning (Chang, Taylor, Rastle & Monaghan, 2017). The significance of written and spoken language in school going children mane stats the difference between individuals in the scales may end up benefiting and providing released at the same time in terms of competencies in academic and Psychosocial areas (Heller, Lervåg & Grøver, 2019).

Children will be required to master a system or the stand meaning at the same time acquiring facilities with various forms of language which will range from the structure of sounds of words two structures of grammatical sentences. This knowledge will possibly be joined together with their social competence (Joksimovi? et al., 2019). Part of designing will be accomplished through formal instruction which will by far known as tacit in nature. Awareness of this knowledge will be acquired by the school going children a process known as phonological awareness (Humphry, Heldsinger& Dawkins (2017).

As much as word comprehend commission are mushrooms considered differently, they will help in influencing each other’s development bidirectionally. Voice recognition will also be used in enhancing vocabulary among the children and better all these kids in radical nation will be used to predict the rate of growth of vocabulary among children Paatsch, Hutchison & Cloonan, 2019)).

The me to give EAL pupils time: Everyone is unique in their own way including how people process information. Everyone processes information an at their own rate. They still go ahead to apply to those who are English native speaker’s children but by far the EAL pupils who barely made various constant Contact and oral language (Westervelt & Vidler, 2016). Therefore, the medium through which the language is spoken determines so much has been proven as an essential component. Therefore, the EAL pupils could be held through ensuring the difficulty interest levels are properly managed and that a lot of time is given for homework assignments and assessments regarding the language. When it comes to work load, it is important for teachers to understand that EAL learners mind sometimes get tired sooner because of cognitively challenging tasks as compared to their peers who are native speaker (Course book and Hughes, Flight, Chapman & Wilson, 2019). If there’s no room for time extension, then it is important for the teacher provide recording devices that will help you play and review the dialogue even after they’ve come from school (Lennox, Westerveld & Trembath, 2018).

Equal Opportunities for All Students

That opportunity is giving them credit: A teacher who teaches a very large class should put considerations on how he will treat EAL learners that are still in the lower set since it is obvious that it will take them much time to catch up on some of the concepts or even struggle in expressing themselves. But taking long to craft some of the concepts does not mean that they are not intelligent because language is not a reflection of intelligence (Bishop, 2018). The learner school be highly talented and skilled irrespective of the Skins in languages (Lew, 2016). Therefore, much concentration should not be placed on the language skills. Then they should the language skills be used to gauge their ability to be important persons in Society. Developing and finding some of the resources that’s cool have these learners to develop various Talents and strengths is one of the important teachings of their weaknesses. As a result, they will grow and strengthen their weaknesses. Any time this happens it is essential that a teacher should give some due credit to the learners (Johnsen,., Fossum, Vivekananda-Schmidt, Fruhling & Slettebø, 2016).

Most importantly, teachers should understand that EALs cool generally appear to be slower compared to other learners, let’s present and less engaged in the classroom. This however does not mean that the dunderheads or slow in grasping concepts (Amorsen, McBurnie & Wilson, 2017). English language learners are so different from the native English speakers because that’s fine to grass two pins at a go. You know the ones the working class as much harder than the native English speakers since the struggling to master book the subject of a lesson at the same time the language that is used to describe it. This is not only being challenging but could also psychological I need to be overloading and eventually cause feelings of low esteem and frustration (Choi & Yi, 2016)

References

Amorsen, A., McBurnie, K., & Wilson, D. (2017). Oral language development in the early years getting everyone involved. Practical Literacy, 22(2), 13-16. And Whorrall, J., & Cabell, S. Q. (2016). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal, 44(4), 335-341

Archibald, L. M., Cardy, J. O., Ansari, D., Olino, T., & Joanisse, M. F. (2019). The consistency and cognitive predictors of children’s oral language, reading, and math learning profiles. Learning and Individual Differences, 70, 130-141.

Bishop, J. (2018). From curriculum to cordial. Educating Young Children: Learning and Teaching in the Early Childhood Years, 24(2), 35.

Overview of Learning Program and Student Cohort

Bromley, T. (2019). Enhancing children’s oral language and literacy development through storytelling in an early years classroom. Practical Literacy: The Early and Primary Years, 24(1), 6.

Cameron, T. A., Carroll, J. L., Taumoepeau, M., & Schaughency, E. (2019). How Do New Zealand Teachers Assess Children’s Oral Language and Literacy Skills at School Entry?. New Zealand Journal of Educational Studies, 54(1), 69-97.

Chang, Y. N., Taylor, J., Rastle, K., & Monaghan, P. J. (2017, July). Exploring the relations between oral language and reading instruction in a computational model of reading. Cognitive Science Society

Choi, J., & Yi, Y. (2016). Teachers’ Integration of Multimodality Into Classroom Practices for English Language Learners. Tesol Journal, 7(2), 304-327

Course book and Hughes, D. L., Flight, I., Chapman, J., & Wilson, C. (2019). Can we address cancer disparities in immigrants by improving cancer literacy through English as a second language instruction?. Translational behavioral medicine, 9(2), 357-367

Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Le, H. N., … & Watts, A. (2017). Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health. BMJ open, 7(11), e016574.

Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Le, H. N., … & Watts, A. (2017). Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health. BMJ open, 7(11), e016574.

Heller, M. C., Lervåg, A., & Grøver, V. (2019). Oral Language Intervention in Norwegian Schools Serving Young Language?Minority Learners: A Randomized Trial. Reading Research Quarterly, 54(4), 531-552.

Humphry, S., Heldsinger, S., & Dawkins, S. (2017). A two-stage assessment method for assessing oral language in early childhood. Australian Journal of Education, 61(2), 124-140.

Johnsen, H. M., Fossum, M., Vivekananda-Schmidt, P., Fruhling, A., & Slettebø, Å. (2016). Teaching clinical reasoning and decision-making skills to nursing students: Design, development, and usability evaluation of a serious game. International journal of medical informatics, 94, 39-48.

Joksimovi?, S., Dowell, N., Gaševi?, D., Mirriahi, N., Dawson, S., & Graesser, A. C. (2019). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in Human Behavior, 96, 211-222.

Lennox, M., Westerveld, M. F., & Trembath, D. (2018). Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students. International journal of speech-language pathology, 20(2), 191-201.

Murphy, V., Karemaker, J., Sylva, K., Kanji, G., & Jelley, F. (2019). Effective intervention to support oral language skills in English as an additional language in the early years. TEANGA, the Journal of the Irish Association for Applied Linguistics, 10, 1-18.

Nordahl?Hansen, A., Donolato, E., Lervåg, A., Norbury, C. F., & Melby?Lervåg, M. (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell Systematic Reviews, 15(4).

Paatsch, L., Hutchison, K., & Cloonan, A. (2019). Literature in the Australian English curriculum: Victorian primary school teachers’ practices, challenges and preparedness to teach. Australian Journal of Teacher Education (Online), 44(3), 61.

Paatsch, L., Scull, J., & Nolan, A. (2019). Patterns of teacher talk and children’s responses: The influence on young children’s oral language. Australian Journal of Language and Literacy, The, 42(2), 73.

Stark, H. L. (2018). Investigating teachers’ knowledge, practice and change following an oral language professional learning program (Doctoral dissertation).

The course material together with the current journal article on the subject matter: Lew, E. K. (2016). Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine. International journal of emergency medicine, 9(1), 25.

Tosto, M. G., Hayiou-Thomas, M. E., Harlaar, N., Prom-Wormley, E., Dale, P. S., & Plomin, R. (2017). The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years. Developmental psychology, 53(6), 1115.

Wamnebo, W., Hanapi, H., Bugis, R., & Handayani, N. (2018). Students’ Speaking Skill in Oral Descriptive Text by Using Video at Tenth Grade in SMA Negeri 1 Namlea. Jurnal Jupiter, 16(2), 98

Westerveld, M. F., & Vidler, K. (2016). Spoken language samples of Australian children in conversation, narration and exposition. International journal of speech-language pathology, 18(3), 288-298.

What needs to be taught