Time to Talk Riverina language project. What can teachers do to make a difference?. Why are we here today? Prevalence of language difficulties. 23-50% of preschoolers presented with language and speech problems (Best 1993) Prevalence increases with poverty or low social economic status
What can teachers do to make a difference?
(Hart and Risley, 1995)
Children come to school equal but they come with a diversity of experience an prior knowledge
Tim Lewis – University of Missouri2002
1. Express our needs and wants
2. Understand and relate to others and to the world in which we live
Difficulties in communication can have a significant impact on a child’s
1. Academic 2. Social 3. Behavioural success
A speech difficulty is characterised by problems with at school start the pattern of school failure
Producing sounds (articulation)
Maintaining speech fluency (stuttering)
Controlling voice production (voice)
A student experiencing difficulties with language may exhibit some or many characteristics
Problems with the social aspects of language and communication
1. understanding the impact a Language Disability has on students learning
2. How to address students language needs in the regular classroom
Three types of oral language usage can be identified
English K-6 defines language as a social purpose.
We use language to:
Listening- the following aspects of listening need to be taught explicitly
Types of talk
What is the ‘Time to Talk Project all about? are concerned with:
what is already happening within classrooms and how can we make it better.
Samples of oral language
Record or tape news. Evaluate the news by looking at what indicators from the Talking and Listening strand of the K-6 syllabus are appropriate for the stage of the student.
Activity 2- Intro to Talking and Listening Assessment
Talking and Listening Assessment its full potential is rarely exploited.
News with teacher, ,partner, small group, class.
Interrupt topic changes and remind the child what s/he is talking about. Be prepared to say stop you have moved onto another topic. Lets go back…………….
Explicitly teach words associated with each area:
“Tell me some Where words.... Yesterday, a long time ago…last night
“I’m not going to write the whole sentence on my plan. I’m going to say some words / pictures to remind me of what to say”
“I’m going to share some of my news today and I’m going to use this chart to help me plan what I’ll say. When we give our news there are many important things we need to remember to tell people, We have to tell them things like – when our news happened……………….
“If I look at the word/pictures on my chart, it will help me to remember to tell you those things”
Who is in your news…….
When Who Where What
For each important piece of information teacher places a coloured block.
Talk about the ones they haven’t included
Ask “Can you add more?”
Can combine it with news plan.
Little blocks for good listening
object (car, telephone)
The boy is washing the car
Classroom teachers can focus on Talking and Listening in the classroom by considering:
The language requirements of the lesson or activity
Use the words the child already knows but expand on them. If a child says “I catched it” you might model “you caught it? Well done?
2. Vocabulary quickly. We need to continue to expose children to new words and concepts before they can begin to use them.
Compile a list of the names of things the class teacher feels are important for the student to know. The student should not only be able to name the items but also tell what they are for or what they may mean.
Common vocabulary items may include:
E.g. Language buddies” who can provide “talk time” for students e.g. retelling stories, describing pictures, giving instruction, playing language games
Cazden, C. Classroom discourse (1985)
Beginning Yr 3