The Structure of Oral Language

Oral language structures have various components, including phonology, semantics, morphology, syntax, and prosody (Marcum & Kim, 2020). Oral language skills development begins at a young age before the child enrolls in an academic program. A child may demonstrate multiple or all structures in each stage of oral language development. The development stages vary based on a child’s age, from six months to pre-kindergarten age of below five years. A teacher incorporates strategies to support a child’s oral language development process. A child’s home environment significantly impacts the development process, which prompts the teachers to compare their language and interactions to establish an effective school talk that aligns with their home talk, enhancing students’ ability to understand and comprehend learned oral language skills. Children with more talk opportunities and experiences have a successful ability to learn. Children enrolling for their kindergarten program have varying oral language skill levels due to different environmental exposures. Hence, educators should assess each child’s oral language to inform them of the strategies to incorporate to address their learning needs.

Assembly stage

Child-directed language: Tune in

The first child is in the assembly stage of oral language development. In this stage, a child tries to make meaning by adding word parts (Hulme et al., 2019). The phrase “a dog a bone” combines different words, which tend to create meaning by combining one object with another. The teacher uses the child-directed language structure of tune-in to assess what the child focuses on and construct sentences that join the words altered.

Systematic simplification

Recasts and expansions of expressive language: Recast

The second child is in the systematic simplification stage, where he can construct simple sentences. Unfortunately, the sentence is grammatically incorrect. The teacher uses a recast of expressive language strategy, acknowledging what the child is saying and restating it in a correct model.

Systematic simplification

Recasts and expansions of expressive language: Expansion

The third child is also in the systematic simplification stage. The children construct a short and meaningful sentence. The teacher incorporates an expansion of expressive language strategy, where he adds more details in the child’s structured sentence to make it more informative and meaningful.

Prelexic stage

Self-talk and parallel talk for receptive language: Self-talk

The fourth child is in the prolific stage of oral language development. The child can only bubble words and sounds (Hulme et al., 2019). The teacher uses self-talk as a receptive language strategy, describing what he is doing to the children. The teacher is demonstrating how to write a lowercase h letter.

Prelexic stage

Self-talk and parallel talk for receptive language: Parallel talk

The fifth child is also in the prolific stage. He cannot state what he is doing. The teacher uses parallel talk as a receptive language strategy, where he describes what the child is doing. The teacher states that the child is drawing a triangle.

Metaphonological

Child-directed language: Talk more

The sixth child is in the meta-phonological stage of oral language development. The teacher has constructed a correct and meaningful sentence. The teacher uses the child-directed language strategy to increase the meaning of what the child states. He incorporates a talk-more strategy where he engages in a conversation with the child by agreeing with what the child says and reframing with more quality and quantity words.

References

Hulme, C., Zhou, L., Tong, X., Lervåg, A., & Burgoyne, K. (2019). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental science, 22(1), e12745.

Marcum, J., & Kim, Y. (2020). Oral language proficiency in distance English-language learning. Calico Journal, 37(2), 148-168.

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