Chapter 1: Language in Our Lives (1-21). Teaching Language Arts (EDU-105) Shannon Phillips. Our Focus: Early Childhood Years. Otto: Birth through primary school (age eight) Hennings: Birth through fifth grade (eleven or twelve)
Teaching Language Arts (EDU-105)
Why is it important to know all levels…even if you will only teach at one level of school?
“Oral language and written language acquisition are interrelated processes that culminate in children’s communicative competencies” (Otto, 2002, p. 2).
“…[T]eachers [should] recognize that children need a wide range of communication competencies to ensure their effectiveness in a variety of settings throughout their lives” (Otto, 2002, p. 3).
A single, distinct, linguistic sound (not letter)
Understanding “sound properties” also leads to an understanding of “psychological or emotional properties,” which are know as what? (Otto, 2002, p. 6)
(Otto, 2002, p. 6)
You know the answers . . .
People will not understand what you are communicating (Otto, 2002, p. 8), and what is the point of communicating if you cannot be understood?
“Knowledge of the importance of word orderis known linguistically at an unconscious levelbefore children can verbalize their understanding of that language concept” (2002, p. 7).
Justification for the integrated language arts classroom
Not sentence structure but word form
Singular to Plural
Verb ... Doing
When a young child overgeneralizes, what could that tell you about his morphemic knowledge?
Car = Truck
Cat = DogWhat are some other examples of overgeneralizations?
Superlative adjectiveWhat morpheme is this?Derivational or Inflectional
intent and context and social registers
Children who are fluent in oral language are more successful learners