Oral Language in Literacy

Oral Language in Literacy
Presentation
Presented to : Audience
From: Dalia Rivero
11th June, 2020

1 Oral Language
Oral Language Development
What is Oral Language?
What is Oral Language?
Oral language is the process of

learning how to speak and listen. The development of
thinking and reading abilities is closely linked to
the development of oral language.
Stages in Oral Language Development
Beginning oral
fluency
Telegraphic stage
One-word stage
Babbling
Cooing
Cooing
As early as six weeks, infants will begin to
spontaneously make cooing sounds (Reich, 1986;
Wolff, 1969).
These extended sounds resemble vowel sounds,
such as /aaa/, /ooo/, /ahhh/.
Babbling
Infants’ sound production becomes more varied and
complex around 4–6 months of age. At this time they
begin to babble, making repeated consonant–vowel
sounds, such as ba-ba-ba (Clark & Clark, 1977;
Stoel-Gammon, 1998).
Babbling
• A more complex type of babbling develops
around 8–10 months which varies in intonation
and rhythm and sounds like the child is talking.
• It is called echolalic babbling because it reflects

the intonation and rhythm of the speech of the
adults in the child’s environment (Sachs, 1989).
One-word stage
• Around one year of age, children begin to produce
word-like units. These word-like units may be
invented words, also known as idiomorphs (Reich,
1986).
• For example, a child may have a special invented
word that refers to a toy or to his personal blanket.
This idiomorph is a “word” in the sense that it is
stable and used to refer to a particular object on a
consistent basis.
One-word stage (cont’d)
• In addition to these invented words, children also
produce more conventional words that resemble
adult pronunciation and meaning.
• The one-word stage is a significant development
because the child is now using a stable language unit
to communicate meaning. Often parents and family
members will adopt the child’s invented words or
pronunciations as a way of encouraging the child to
talk.
Telegraphic Stage
As toddlers develop their speaking vocabulary, they
begin to string several words together. Children
typically enter their preschool years speaking in
several word utterances or short sentence-like
segments.
Telegraphic Stage
This is referred to as telegraphic speech because utterance includes
only content words with no conjunctions, articles, prepositions, or
word endings (for example, plural endings) (Tager-Flusberg,
1997), such as “daddy shoe,” “go bye-bye,” or “cookie all gone.”
This stage is significant because now the child is arranging the
words in ways that communicate more complex messages.
Beginning Oral Fluency
By ages 3–4, most children will be moderately
fluent in the language used at home. They use this
oral language for a variety of purposes, such as
asking questions, responding to others’ questions,
and expressing their thoughts.
Oral Fluency
Throughout the remaining preschool years, as well as
in elementary school, children’s oral language
continues to become more complex in grammar and
vocabulary, and more varied in the ways that they use
language to communicate with others, both in their
family and in their community.
Strategies
to
Develop Oral Language
Teachers should:
• Encourage students to bring their ideas, background
knowledge, and experiences into class learning activities.
• Be responsive and accepting listeners when students are

talking.
• Nurture an accepting, risk free environment where

students will feel comfortable. Language is not practiced
or acquired when students are afraid to use it.
Teachers should:
• Allow students to express themselves without fear
of censure – either by adults or by fellow students.
• Pose follow-up questions concerning the activities or

conversations held with students. (e.g. Tell me more,
What did you do then?, How do you feel about
that?, What more can you add?, …etc.)
Teachers should:
• Provide opportunities for speaking, discussion, and
expression of ideas, experiences and opinions across the
whole curriculum. This will involve a range of experiences
in which the size and type of audience, the situation and
purpose will all vary.
• Encourage on-topic student-to-student discussions

among class members
Teachers should:
• Present themselves as good models of oral language.
• Establish strategies to manage all forms of

communication to ensure that all students have fair
and equitable opportunities to develop their
interpersonal speaking and listening skills (e.g. large
and small group discussions).
Teaching techniques for Oral Language
Development
• Teacher talk using “sophisticated words”
•Shared reading – read aloud
•Shared writing
•Retelling and sequencing

•Dramatic play
Parents/Teachers should work towards developing monologue, through activities such
as:
• retelling stories
• answering open-ended questions
• giving explanations
• describing
• recalling
• reporting events and processes
• defining words (Snow, 1989).
Components of effective oral language
instruction.
•Creating a language-centered learning environment
•Vocabulary development
•Listening skills
•Conversation skills
•Conceptual knowledge development
What theories state . . .
Remember that parents, teachers, and guardians are
the chief resources in language development. Children
learn much from each other, but adults are the main
conversationalists, questioners, listeners, responders,
and sustainers of language development and growth in
literacy or classroom.
Thank you for listening and
participating.

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Oral Language in Literacy

11th June, 2020

Oral language is the process of

• It is called echolalic babbling because it reflects

• Be responsive and accepting listeners when students are

• Nurture an accepting, risk free environment where

• Pose follow-up questions concerning the activities or

• Encourage on-topic student-to-student discussions

• Establish strategies to manage all forms of

•Shared reading – read aloud

•Retelling and sequencing

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