Ch.+10+resources

chapter 10 Oral Language: Listening and Speaking Learning Objectives 1. Describe the elements of the integrated language system. 2. Discuss theories of how children acquire language. 3. Know the linguistic systems for describing language. 4. Explain the concept of early literacy. 5. Describe the types of problems that students with learning disabilities have in oral language. 6. Describe strategies for teaching listening skills. 7. Describe strategies for teaching speaking skills. Key Terms AND Definitions Students should take note of the following terms as they appear in this chapter. Students who have difficulty should refer to the glossary in Appendix E of the text or to the text page on which the term is discussed. apraxia Difficulty in directing one’s motor movements. bilingual method A teaching method in which students use their native language for part of the instructional day and English for part of the instructional day. components of language The language systems include phonology, morphology, syntax, semantics, and pragmatics. developmental aphasia The term used to describe a child who has severe difficulty in acquiring oral language. This term implies that the disorder is related to a central nervous system dysfunction. dysnomia A deficiency in remembering and expressing words. Children with this problem may substitute a word such as thing for many objects when they cannot remember the name of the object. They may attempt to use other expressions to talk around the subject. early literacy The child’s early entrance into the world of words, language, and stories. Book interest emerges in children through the simultaneous experiences with oral language, reading, and writing. English as a second language method (ESL) A method of teaching English to students whose native language is not English. expressive language disorder Difficulty in using language (or speaking). immersion method An approach in which students receive extensive exposure to a second language. language delay Slowness in the acquisition of language. The child with slowness in speaking may not be talking at all or may be using very little language at an age when language normally develops. language disorder The term that refers to children with a language delay or a language disability. morpheme The smallest meaning unit of a language system. otitus media An infection of the middle ear that can cause temporary hearing loss. phoneme The smallest sound unit of a language system. phonics An application of phonetics to the teaching of reading in which the sound or phoneme is equated to the written symbol or grapheme. phonological awareness A child’s recognition of the sounds of language. The child must understand that speech can be segmented into syllables and phonemic units. phonology The linguistic system of speech sounds in a particular language. The word //cat,// for example, has three sounds (or phonemes): c-a-t. pragmatics The social side of language; the social context and social customs surrounding language. primary language system The child’s first language, usually oral language. In relation to bilingual students, the term can refer to the student’s native language. rapid automatized naming (RAN) The ability to quickly and automatically name objects and pictures of objects. receptive language disorder Difficulty in understanding oral language or in listening. secondary language system The student’s native language is the first language system. English may be their next language system. semantics A linguistic term referring to the vocabulary system of language. sheltered English A method of teaching children who have some proficiency in English to learn English more rapidly by having them use English written materials. standard English The English system of English recognized by the literate culture and used in schools. syntax The grammar system of a language; the linguistic rules of word order; the function of words in a sentence. temporal acoustical processing The ability to process sounds rapidly enough to distinguish speech sounds. word-finding The ability to retrieve words quickly. Major Points 1. What are the forms of the language system? //Answer:// Listening, speaking, reading, and writing. 2. What factors contribute to how children acquire language? //Answer:// behavioral factors, biological factors, cognitive factors, social factors 3. What are the linguistic components of language? //Answer:// phonology, morphology, syntax, semantics, pragmatics 4. Name four types of language problems. //Answer:// delayed speech, lack of phonological awareness, temporal acoustical processing difficulties, rapid automatized naming (RAM), difficulty in word finding =Suggested Activities= 1. Observe a young child or a class of young children. Pay particular attention to the language used by an individual child or the interactions among a group of children. 2. Develop a series of oral directions for a child to follow (example: “Draw a red line across the center of the sheet, put a green circle in the upper left-hand comer,” and so on). Record the instructions on a tape and have a child listen to the instructions and follow them. 3. Plan a lesson for an oral expression activity (telling a story, relating an incident, explaining how to do something). 4. Say words with one, two, or three syllables and have the child tap out the syllables. 5. Say some words with three phoneme sounds (e.g., cat or sack) and have the child place a marker (such as a button) for each phoneme sound. 6. Find an example of a rhyming or word-play game for young children.