Emergent Language in 3-5 Year Olds Sandra Doran, Ed.D. Associate Superintendent of Education Florida Conference of SDA.

Emergent Language in Emergent Language in 3-5 Year Olds3-5 Year Olds

Sandra Doran, Ed.D.Sandra Doran, Ed.D.Associate Superintendent of EducationAssociate Superintendent of Education

Florida Conference of SDAFlorida Conference of SDA

A child speaking is an esthetic event. Through learning to talk, children learn how to do well in society. And as they learn, they

create beauty. --Robert Hopper and Rita Narremore, Children’s Speech:

A Practical Introduction to Communication Development.

Pre-school children are beginning to attend to the sounds

of the language.

Pre-school children enjoy using languageto develop their imaginations.

Preschool children use language to figure out their world.

Fostering language development Fostering language development in young childrenin young children

Phonology: The Sounds of our LanguagePhonology: The Sounds of our Language

Language-Rich Environment: The beautyLanguage-Rich Environment: The beauty

of words. of words.

How do children learn a language?

Phonemic Awareness in Young Children Marilyn Jager Adams

Sounds Abound Hugh Catts, Tina Vartiainen

Environmental SoundsEnvironmental Sounds

RhymingRhymingEletelephonyEletelephony

Once there was an elephant,Once there was an elephant,Who tried to use the telephant—Who tried to use the telephant—

No! No! I mean an elephoneNo! No! I mean an elephoneWho tried to use the telephone—Who tried to use the telephone—(Dear me! I am not certain quite(Dear me! I am not certain quiteThat even now I’ve got it right.)That even now I’ve got it right.)

Howe’er it was, he got his trunkHowe’er it was, he got his trunkEntangled in the telephunk;Entangled in the telephunk;

The more he tried to get it free,The more he tried to get it free,The louder buzzed the telephee—The louder buzzed the telephee—

I fear I’d better drop the songI fear I’d better drop the songOf elephop and telephong!Of elephop and telephong!

Word PartsWord Parts

Categorization TasksCategorization Tasks

Blending TasksBlending Tasks

Syllable splitting taskSyllable splitting task

Types of Language in the Classroom

#1. Talking to control behavior.#1. Talking to control behavior.

Both teacher and child know that they Both teacher and child know that they already know the answers.already know the answers.

The teacher is steering the child through a The teacher is steering the child through a match game, checking to see if she knows match game, checking to see if she knows the answers.the answers.

#2. Talking to manipulate towards a #2. Talking to manipulate towards a pedagogical end.pedagogical end.

Any kind of classroom talk that is Any kind of classroom talk that is unnatural, that is directed toward unnatural, that is directed toward pedagogical ends and not toward pedagogical ends and not toward communication with children, is dishonest.communication with children, is dishonest.

““Teacher Talk.” Teacher Talk.” ““Pedagogical Register.” Higher pitch, Pedagogical Register.” Higher pitch,

exaggerated enunciation and intonational exaggerated enunciation and intonational pattern.pattern.

#3. Talking out of genuine interest.#3. Talking out of genuine interest.

The language is not contrived by the The language is not contrived by the teacher to make her point.teacher to make her point.

It is allowed to range, as natural It is allowed to range, as natural conversation often does, from topic to conversation often does, from topic to topic as attention shifts focus.topic as attention shifts focus.

Functionally rich talk.Functionally rich talk. Children interact with each other as well Children interact with each other as well

as the teacher.as the teacher.

Promote a language-rich Promote a language-rich classroom.classroom.

Show children their talk is valued.Show children their talk is valued. Give children things to talk about.Give children things to talk about. Give children opportunities to talk in a Give children opportunities to talk in a

variety of ways.variety of ways. Give children many times during the day to Give children many times during the day to

talk.talk. Give children words to use in their talk.Give children words to use in their talk.

Listen to kids! They have a lot to teach us.