Chapter 6: Oracy Instruction that Builds on the First Language

This chapter discusses the need to build oracy systematically, bulding on primary language skills. Vygotsky emphasized the importance of the primary languagge - he believes that learning and being able to communicate in a first language (speaking, listening, writing, and reading)helps children engage in higher level thinking skills. The more that children use language in a classroom environment, the more they will learn how to think. The natural sociability in children in their first langauge is the foundation for their intellectual development.

I agree with these premises. Children who are not delayed with the development of their primary language and are able to speak fluently in a primary language to express themselves have laid a foundation for further learning and development. I have seen that a child who is understands how to communicate, using a system of language, including sign language, will transfer language skills learned to English and will have an advantage to a child who is delayed in primary language and has never developed the ability to communicate. In the text, "Sheltered Content Instruction-Teaching English Language Learners with Diverse Abilities", the author states "We know that those who speak their native language fluently adn have developed age apropriate literacy skills have increased opportunities of developing language and literacy skills in English." The author goes on to state, "Those who have developed cognitive knowledge and concept comprehension in their native language have better opportunities for learning English."(page 4)

Robinjcarver, in her blog, stated that "At times, English language learners face challenges of not having the words to express themselves in the English language or may not comprehend what is being taught in English." This is true and adds credence to why this c hapter on developing oracy skills is so important. To become competent speakers of English, our students must be able to listen and understand and also speak clearly to share the important messages that they would like to share. In special education preschool, we at times get students who are delated in primary language and not able to express selves in any language. At the beginning stages, we do a lot of modeling, use gestures, total communication, etc...to help the children express basic needs.

In sposton1's blog, it states, "There are many challenges involved in teaching English Language Learners." I agree. Having learned a second language myslef, I have some idea of the difficulty and overwhelming task that it is. There are so many facets of learning another lan guage, including receptive understanding, expressive abilities, understanding and being able to use idioms, inflection...and, on top of these things, there is the basic literacy skills of being able to read and write in English. To not get overwhelmed with such a huge task, setting incremental goals is important.



Developing oracy skills includes the abilities to listen, understand, and to speak. Part of the chapter is devoted to discussing different purposes for listening-The majority of the chapter goes over speaking processes. The author states that children need opportunities to talk in natural interactional contexts and for a variety of purposes, such as: to establish/maintain social relatioships, to express reacctions, to give and seek information, to solve problems, discuss ideas, or teach adn learns skill, to entertain or play with language or to display achievement, etc... Many examples are given to practice oracy skills in the classroom. The one that caught my attention was that "speaking can be integrated with other literacy and oracy activities. Students can retell the stories they hear in storytelling or sharing time and finish them in new ways." This is something that I have my preschool students practice in my classroom- retelling stories and simple sequences of events.