Prong III.

Reading For
Grammar and Oral
Language Development
Mary Angel M. Regaspi
II - ECE
TOPIC OUTLINE:
III.2 Teaching For Oral Language
Development
• Meaning of Oral Language
• Meaning of Second Language
• Five Stages of Second Language
Acquisition
• Relationship between oral language,
reading and writing
Oral Language:

is the system through which we use spoken

words to express knowledge, ideas, and
feelings.
means developing the skills and knowledge that
go into listening and speaking—all of which
have a strong relationship to reading
comprehension and to writing.
 Oral language is made up of at least
five key components (Moats 2010):
phonological skills, pragmatics,
syntax, morphological skills, and
vocabulary (also referred to as
semantics).
Phonological Skills:

are those that give an awareness of the

sounds of language, such as the sounds of
syllables and rhymes.
Syntax:

 refers to an understanding of word order and

grammatical rules.

 For example, consider the following two sentences:

Sentence #1: Relationships are preserved only with care and attention.
Sentence #2: Only with care and attention are relationships preserved.
Morphology:

refers to the smallest meaningful parts

from which words are created, including
roots, suffixes, and prefixes.
Pragmatics:

play a role in reading comprehension because

much of making meaning from text depends
upon having the right ideas about the norms
and conventions for interacting with others—to
understand feelings, reactions, and dilemmas
among characters or populations, for example,
and even to make inferences and predictions.
Vocabulary knowledge:

also referred to as semantic knowledge,

involves understanding the meanings of
words and phrases (aka receptive
vocabulary) and using those words and
phrases to communicate effectively (aka
expressive vocabulary).
Second Language:

is learning and acquisition of a second

language once the mother tongue or first
language acquisition is established.
Second language acquisition or SLA is the
process of learning other languages in
addition to the native language.
Second Language Acquisition and Learning

most scholars use the terms “language learning”

and “language acquisition” interchangeably,
actually these terms differ.
Language learning refers to the formal learning
of a language in the classroom. On the other
hand, language acquisition means acquiring
the language with little or no formal training or
learning.
Ways to introduce the second language

 A second language can be acquired at any time

after a child has developed language skills. A
second language is often called the target
language while the native language is known as
"L1."
 The second language can be introduced in
following ways –
• introduced by speakers of the second language
• introduced as a second language that is part of
the curriculum at school
Teaching Second Language

There are several things to consider when

teaching a second language. These
factors may include the language spoken
at home, the willingness of the learner, the
reason to learn the second language (i.e.,
learning at school, for work, to talk to
friends or others).
Five Stages of Language Acquisition

1. Silent/Receptive
2. Early Production
3. Speech Emergence
4. Intermediate Fluency
5. Continued language development/advanced
fluency
Silent/Receptive

This stage may last from several hours to several

months, depending on the individual learner.
During this time, new language learners typically
spend time learning vocabulary and practice
pronouncing new words.
Early Production

This stage may last about six months,

during which language learners typically
acquire an understanding of up to 1,000
words.
They may also learn to speak some words
and begin forming short phrases, even
though they may not be grammatically
correct.
Speech Emergence

By this stage, learners typically acquire a

vocabulary of up to 3,000 words, and learn to
communicate by putting the words in short
phrases, sentences, and questions.
Again, they may not be grammatically correct,
but this is an important stage during which
learners gain greater comprehension and begin
reading and writing in their second language.
Intermediate fluency

At this stage, which may last for a year or more

after speech emergence, learners typically
have a vocabulary of as many as 6,000 words
They usually acquire the ability to communicate
in writing and speech using more complex
sentences.
Continued language
development/advanced fluency

It takes most learners at least two years to reach

this stage, and then up to 10 years to achieve
full mastery of the second language in all its
complexities and nuances.
Second language learners need ongoing
opportunities to engage in discussions and
express themselves in their new language, in
order to maintain fluency in it.
Sample Teacher Prompts for Each Stage of Second Language Acquisition
Stage Characteristics Approximate Time Frame Teacher Prompts
Preproduction The student 0–6 months  Show me …

 Has minimal comprehension.  Circle the …

 Does not verbalize.  Where is …?

 Nods "Yes" and "No."  Who has …?

 Draws and points.

Early Production The student 6 months–1 year  Yes/no questions

 Has limited comprehension  Either/or questions

 Produces one- or two-word responses.  Who …?

 What …?
 Uses key words and familiar phrases.
 How many …?
 Uses present-tense verbs.

Speech Emergence The student 1–3 years  Why …?

 Has good comprehension.  How …?

 Can produce simple sentences.  Explain …

 Makes grammar and pronunciation  Questions requiring phrase or short-

errors. sentence answers

 Frequently misunderstands jokes.

Intermediate Fluency The student 3–5 years  What would happen if …?

 Has excellent comprehension.  Why do you think …?

 Makes few grammatical errors.  Questions requiring more than a

sentence response
Advanced Fluency The student has a near-native level of speech. 5–7 years  Decide if …

 Retell …