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Current Theories of Language Development

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Adair Pederson

on 1 October 2013

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Transcript of Current Theories of Language Development

Oral Language Development Presentation
by Adair Pederson
RDG 529

What is oral language?
Involves both speaking and listening
Requires social interaction
Provides a foundation for reading and writing
Is used regularly in a variety of settings
Can be an imitated behavior
Three basic components:
phonological (rules for combining sounds)
semantic (rules for combining the smallest sounds into words and sentences)
syntactic (rules that allow children to combine words into sentences that express meaning)
Stages of Oral Language Development
1. Language recognition begins before birth.

2. Babies use gestures to communicate until the proceed to speaking with one-word or two-words.

3. More natural forms of speech in phrases or simple sentences and with meaning follow the one-to-two word stage.
Sentences can be changed to questions at this stage

4. Between the ages of 4 and 6, complex sentences and a wide vocabulary give children the ability to converse with adults.

Instructional Strategies to Support Oral Language Development
1. Read aloud books using culturally diverse literature
Teacher read aloud, interactive read aloud, shared or paired reading
2. Reader response
can be spoken or written
3. Oral retelling of a story
4. Readers' Theater
5. Show and tell time
6. Turn and talk time

Current Theories of Language Development
There are three focuses in current language development: learning is more important than teaching, when the process of the learning matches the way the brain processes information it is most effective, and carrying the concept across content areas helps make the language process whole (Diaz-Rico and Weed, 2010).
1. Transformational Grammar
The belief of transformational grammar is that once humans are exposed to oral language, they are able to recreate the structure in their minds and through the spoken word. The rules do not have to be explained, they are just understood.
2. Krashen's Monitor Model
The belief that people can create a new, predictable language structure only if the information is delivered in a way that they can understand and they are comfortable with gaining the information.
3. Cummins Theories of Bilingualism and Cognition
The belief that if you understand your first (native) language, you will be able to learn a second language with no adverse effects on classroom performance.
4. Discourse Theory
The belief that face-to-face conversing is the key to language acquisition.
Branstetter, R. (n.d.). Teaching community. Retrieved from

Diaz-Rico, L.T., & Weed, K.Z. (2010). The crosscultural,
language, and academic development handbook: A
complete K-12 reference guide (4th ed.). Boston, MA:
Pearson/Allyn and Bacon.

Colona, K. (2008). Language development. Language
Development -- Research Starters
Education, 1-11.

McVicker, C. (2007). Young readers respond: The
importance of child participation in emerging literacy.
YC: Young Children, 62(3), 18-22.

Diaz-Rico and Weed, 2010
All of these can be used to facilitate oral language development as a primary or secondary language.
Oral language development is very similar to reading development in that different children move at different rates.
Integrating culturally diverse literature is beneficial to all children, not just those who are culturally diverse.
All teachers need to work to engage their students in oral language as often as possible and in various content areas.
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