PLE 10: Language Development

Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.

Typical linguistic characteristics of Kindergarten, First, and Second graders include: 

• knowledge of 8,000 to 14,000 words by age six
• difficulty understanding complex sentences  
• overdependent on word order and context
• superficial understanding of being a good listener 
• literal interpretations of messages and requests
• increasing ability to tell a story
• mastery of most sounds, some difficulty pronoucing r, th, dr, sl, and str
• occasional use of regular word endings with irregular words
• basic etiquette in conversations
• reluctance to initiate conversations with adults

One of the strategies mentioned is to read age-appropriate storybooks as a way of enhancing vocabulary.  Additionally, the teacher should select quality literature. The NEA has compiled a list of "Teacher's Top 100 Books for Children."  This would be a great resource to refer to when choosing literature for children as either a parent or teacher.  According to Lukens, we read for pleasure and understanding (2). Additionally, quality literature should introduce the reader to new vocabulary and offer insight into life.  A read aloud is a great way to introduce children to new vocabulary.

Another method is to ask students to construct narratives about recent events. For instance, the teacher could have students share what they did over the weekend or spring break. Having students share their experiences orally helps students gain basic conversation etiquette such as taking turns and answering questions.  Additionally, students can practice listening to others by sitting quietly and paying attention while other students talk. 

Finally, asking students follow-up questions helps the teacher asses whether or not students are accurately understanding important messages.  A teacher could place sticky notes with questions throughout a book for the student to ask himself or herself as he or she reads.


http://www.nea.org/grants/13154.htm

Lukens, Rebecca J. "Literature: What is it?." Critical Handbook of Children's Literature. Pearson: 2013.