Chapter 3: Oral Language

Study Guide Contents

Notes and Concepts

 

 

Chapter 3 provides us with with a basis for understanding oral language in relation to communication and academic skills. Most specifically there are connections made to oral language, reading, and writing. It also offers information and strategies for teaching English language learners.

 

Some Informal Assessment Ideas Suggested in This Chapter:


Observation of receptive language/comprehension of oral directions (i.e. following directions, seeing relationships among concepts, understanding multiple meanings).

Observation of expressive language/production (i.e. using correct grammar, changing communication style to fit various contexts, maintaining the topic during a conversation, repairing communication breakdowns).

Checking understaning of vocabulary and figurative language

Assessing an individuals' ability to compare and contrast concepts

Use of cloze passages

Look for the following key concepts/ideas as you read:

  • Content of Language Instruction

  • Guidelines for Teaching Language

  • Planning Instruction for Students who are Culturally and Linguistically Diverse

  • Metalinguistics

 

Go to Part 2- Summary of Ideas

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Part 2: Study Questions



 

Read Chapter 3. Use the following questions to guide your reading and find meaning in this chapter:

  • Expand on the concept that language is a vehicle or tool for communicating and that it includes oral and written language a well as signs and gestures.
  • Compare and contrast the differences and interrelationships between language comprehension (receptive language) and production (expressive language).

  • Summarize the components of language including content (semantics), form (phonology, morphology, and syntax), and use (pragmatics) and the interrelationships among these components.

  • Describe the development of oral language during the school-age years and the difficulties that students with learning, language, and behavior problems experience with oral language during the school-age years.

  • List the twelve general principles for teaching oral language and examples of how to teach each principle.

  • Describe the strategies for teaching content, including word-finding ability and using more elaborative language; strategies for teaching form; and strategies for teaching use.

  • Explain the integral relationship between language and culture, and strategies for enhancing language development by using the students’ cultural background.

  • Discuss the acquisition of basic interpersonal communicative skills and cognitive/academic language proficiency in second-language and dialect learners, as well as its implications for teaching language to students with learning and behavior problems.

When you finish studying this chapter, please go to the class interactive pages and take the self test for Chapter 3.

 

Go to Part 3- World Wide Web Resources

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World Wide Web Resources

 

 

Examine the following World Wide Web links and consider their perspectives based on information from Chapter 3.

Office of Special Education: Communication Disorders
http://curry.edschool.virginia.edu/sped/projects/ose/categories/cd.html This site provides information regarding definition, disorders, and the services available to individuals with communication disorders.

The American Speech-Language-Hearing Association (ASHA)
http://www.asha.org/default.htm
This is the official Website of the American Speech-Language-Hearing Association. It provides information about the association and the profession. This site is a resource for persons interested in information about communication disorders, and for those wanting career and membership information.

The National Institute on Deafness and other Communication Disorders
http://www.nidcd.nih.gov/
This Website is part of the U.S. Government, under the Department of Health and Human Services (HHS).

 

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