Language rich environment

Language rich environment

• 1.
  Language Rich Environment AmandaMcBride ECE315: Language Development in Young Children Instructor: Paula Horner 11-18-2013
• 2.
  ( (ALTEC, 2000) As childrenenter into their classrooms they want a warm inviting environment. They need a classroom designed to allow interactions with their peers. Children need a language rich environment to learn language. It is important as a teacher to think about how you can physically help set up an environment that helps children learn language. I have set up my classroom floor plan as desk where there is groups instead of separated seating this allows for group activities and a way for the students to communicate and work together. I set up a block area which is big enough for several students to communicate, talk and work together on building and therefore helps promote language skills. I also have a area in the in the lower left corner which as
• 3.
  seating as away to help children sit comfortable together as they can play imagination games and so forth together, this will help them communicate as well. There is also an easel available for students to draw and paint an I can use this to help them share with the class their picture and what it means to them. According to Piper (2012), ―This boy knows the names of the colors he is using and the family members he is drawing. Understanding this is just part of the task of learning language. I made sure the teachers desk is upfront and centered so the student can see all areas of the room. In this classroom I designed there are activities that each student can engage in. I can set out different activities centers at each table and students can switch tables when completed with one activity and this can help engage them in language with all students in the classroom. For example, one table can be language (pictures with words to math, math, science, art). Each student can advance to the next activity table and interact with the other students at the other tables through out the day. The teacher’s role will be to walk around the class and help each student and encourage each of them to all work together and make it a game that they use team work and promote language. The teacher will lend guidance when needed and offer help when one struggles. The teacher can also hold story time during the day, because reading promotes language development and have the students take turns talking about the story (i.e. what is the favorite part of the story so far). According to Piper (2012), ―Another way of enriching the linguistic environment is to read to children. Television, computers, smart phones, and iPads might seem more attractive—and
• 4.
  certainly they commandchildren’s attention –but in terms of linguistic stimulation children love stories. Telling stories to children help them develop ―the mind’s eye‖ (i.e., to envision events and characters outside the here-and-now).‖ I think that all these can help with language in an effective way. According to an article on education, ―Reenacting and retelling stories in classrooms can facilitate the development of narrative in young children. Pellegrini and Galda (1982) engaged K-2 children in drawing, adult-led discussion, or thematic fantasy play (reenactment) following the reading of a story. The results indicated that reenactment significantly affected story comprehension. Nielsen (1993) found similar results in her study of group interaction with storybooks on the literacy growth of low achieving kindergarten children.‖ (NIELSEN, FRIESEN, & FINK, 2011-2012) In conclusion, it is important that you offer many interacting and talking options for your students. Offer activities that offer ways for them to work together and help one another, Read stories to them and offer ways for them to give their feedbacks and allow them to share their own stories as well. Each of these can help with language development.
• 5.
  References ALTEC.(2000). Classroom Architect.4teachers.org.http://classroom.4teachers.org/ NIELSEN, DIANE CORCORAN. FRIESEN, LISA DINNER. FINK,JUDY. (20112012). The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children. Journal of Education. http://ehis.ebscohost.com.proxylibrary.ashford.edu/eds/detail?vid=3&sid=119a4ba6-6428-45bc-ba0a0b086be19ca7%40sessionmgr113&hid=110&bdata=JnNpdGU9ZWRzLWxpdm U%3d#db=aph&AN=85920663 Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education.