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Topic: Oral language

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	Spoken language - Wikipedia, the free encyclopedia
		A spoken language is a human natural language in which the words are uttered through the mouth.
		Computer languages are distinguished by their artificial origin.
		Sign languages have the same natural origin as spoken languages, and the same grammatical complexities, but use the hands, arms, and face rather than parts of the mouth as their place of articulation.
	en.wikipedia.org /wiki/Oral_language (295 words)

	Sign language - Wikipedia, the free encyclopedia
		A sign language (also signed language) is a language which uses manual communication instead of sound to convey meaning - simultaneously combining handshapes, orientation and movement of the hands, arms or body, and facial expressions to express fluidly a speaker's thoughts.
		Sign languages commonly develop in deaf communities, which can include interpreters and friends and families of deaf people as well as people who are deaf or hard of hearing themselves.
		The phonemic systems of oral languages are primarily sequential: that is, the majority of phonemes are produced in a sequence one after another, although many languages also have non-sequential aspects such as tone.
	en.wikipedia.org /wiki/Sign_language (2301 words)

	Oral Language Development across the Curriculum, K-12. ERIC Digest.
		But when we talk about oral language development across the curriculum, we do not mean teaching children to speak as much as we mean improving their ability to talk or communicate more effectively.
		Oral language, which is the major learning instrument for children before going to school, is no longer available with the onset of formal schooling.
		In emphasizing the role of oral language in the classroom, we are by no means implying that the teacher's role is not important; on the contrary, we present a more demanding task for teachers.
	www.ericdigests.org /1996-3/oral.htm (1453 words)

	Young Children's Oral Language Development. ERIC Digest.
		The development of oral language is one of the child's most natural--and impressive--accomplishments.
		By the time they start kindergarten, children know most of the fundamentals of their language, so that they are able to converse easily with someone who speaks as they do (that is, in their dialect).
		Oral language, the complex system that relates sounds to meanings, is made up of three components: the phonological, semantic, and syntactic (Lindfors, 1987).
	www.ericdigests.org /pre-9210/oral.htm (1160 words)

	Resource Centre: Effective Communication [English Online]
		Oral language is the greatest use of language and is the basis of communication - in fact it is the basis of literacy.
		Oral language development in school does not mean teaching children to speak so much as providing them with the skills and opportunities to communicate more effectively.
		Although the oral language programme is delivered at the classroom level, the policy for the development of language skills needs to exist, and be implemented, across the whole school.
	english.unitecnology.ac.nz /resources/resources/effective_communication.html (2385 words)

	Literacy Today - Supporting early oral language skills
		Both the amount and the nature of the oral language input children receive impacts on their subsequent language development and there are significant differences in the amount of oral language input pre-school children experience.
		Staff were provided with in-service sessions that considered oral language development, the skills of the children in their nurseries and the ways in which oral language could be supported.
		With carefully planned, structured and monitored language input, it is certainly possible to accelerate the development of children's oral language skills, to enable them to start catching up with their peers.
	www.literacytrust.org.uk /Pubs/dockrell.html (1618 words)

	AFT: Publications: American Educator: Spring 2003: Oral Comprehension
		Thus, early delays in oral language come to be reflected in low levels of reading comprehension, leading to low levels of academic success.
		If we are to increase children’s ability to profit from education, we will have to enrich their oral language development during the early years of schooling.
		Although not all differences in language are due to differences in opportunity and learning, schools could do much more than they do now to foster the language development of less-advantaged children and children for whom English is a second language.
	www.aft.org /pubs-reports/american_educator/spring2003/biemiller.html (1147 words)

	Oral Language (Site not responding. Last check: 2007-10-25)
		Oral language, vocabulary, and other language concepts are crucial foundations for success in reading, especially reading comprehension.
		Children need to be able to use language to describe their experiences, to predict what will happen in the future, and to talk about events in the past.
		Language and concept development activities are an important part of the classroom curriculum.
	www.earlyliterature.ecsd.net /oral_language.htm (362 words)

	An introduction to the Corsican language.
		It was an oral language and it was only at the end of the C19 that it came to be written.
		The three arguments in favour of speaking the language are that it's a key to Corsican identity; that bilinguality helps in the learning of other languages and encourages intellectual agility; that speaking Corsican and French opens the door to the rest of the Latin-speaking world of 500 million people.
		The cultural sponsorship of the language is considerable and of course in the field of song, it is paramount.
	www.corsica-isula.com /language.htm (2680 words)

	English Language Arts
		Oral language is the foundation skill that students bring to school.
		Oral language is the foundation on which reading is built.
		Throughout the school years, oral language is both a means whereby students learn about reading and is a goal of literacy instruction.
	www.dpi.state.nc.us /curriculum/languagearts/scos/olang2?&print=true (993 words)

	Building Literacy Knowledge for Education Professionals: Overview: Oral Language
		The functions of oral language are (1) form (2) content, and (3) social function.
		In developing oral language, students need not only to form speech, but also to develop an awareness of how language is used, an ability to think about and play with language, and to judge when and where to use various forms of language.
		The problem is that oral language development is crucial for the development of literacy and consequently for progress in school and life.
	www.emstac.org /registered/topics/literacy/overview/orallanguage.htm (275 words)

	Oral Language -- A Door into Literacy, by Marni Gillard (Site not responding. Last check: 2007-10-25)
		Here are some thoughts and tips on using ORAL language to help learners step into their competence with the written word.
		Oral language development comes first and usually quite naturally so it's less scary than the complex tasks of writing and reading.
		This is not to say that oral language alone should fill the pre-school or early school years.
	www.storypower.com /gillard/storytelling/articles/door.html (1647 words)

	Young Children's Oral Language Development (Site not responding. Last check: 2007-10-25)
		The development of oral language is one of the child's most natural and impressive accomplishments.
		Of course speakers of a language constantly use these three components of language together, usually in social situations.
		Learning pragmatic rules is as important as learning the rules of the other components of language, since people are perceived and judged based on both what they say and when they say it.
	www.childdevelopmentinfo.com /development/oral_language_development.shtml (1161 words)

	Fifth: Oral Language (Site not responding. Last check: 2007-10-25)
		At first, only certain important signs would be sound coded, but this new sounding world would rapidly exert a genetic pressure within a group to increase the sounding range of the larynx in spite of the anatomical danger for eating that these changes represent (see section 5.7).
		This passage from the visual to the vocal medium of language requires two new organs: a vocal coder (the larynx and all the schemata for its control), and a vocal receiver (the hearing and all the schemata for the transfer of sound into the original visual medium (see section 5.7).
		The oral language needs more conventions than the natural visual language, and the notion of a group culture is enhanced by the ones sharing a given oral language conventions.
	www.ensc.sfu.ca /people/grad/brassard/personal/THESIS/node145.html (286 words)

	NIH Guide: AGE-RELATED CHANGES IN READING AND ORAL LANGUAGE COMPREHENSION
		Evidence suggests that factors associated with the development of reading and oral language comprehension skills (e.g., the age of acquisition, the proficiency attained in early life, diagnoses of learning disabilities and subsequent interventions) and ongoing experiences (e.g., education, occupation, leisure activities, social interaction) influence the skill levels attained during adulthood.
		Satisfactory acquisition and maintenance of both written and oral language comprehension skills are dependent upon a complex interaction among sensory, perceptual, and cognitive processes.
		Further understanding is needed of the effects of age-related changes in temporal processing on language comprehension, the effects of changes in spatial abilities on reading comprehension, and the effects of the various age-related aphasias on language comprehension.
	grants.nih.gov /grants/guide/pa-files/PA-01-002.html (3775 words)

	Oral Language Development across the Curriculum, K-12
		Researchers call this phenomenon "teachers- talk-students-listen" or "teacher-dominated." In related research, Willmington (1993) surveyed school administrators who attested to the importance of oral communication skills for teachers--and they considered listening to be the most important skill of all.
		Current research literature on critical thinking and cognitive development indicates that the development of language has a close relationship to the development of thinking abilities (Berry, 1985; Gambell, 1988).
		Before achieving proficiency in reading and writing--and even after proficiency in reading and writing have been achieved--oral language is one of the important means of learning and of acquiring knowledge (Lemke, 1989).
	www.learn2study.org /teachers/oral_lang.htm (1537 words)

	Oral Language Development across the Curriculum, K-12
		Stabb (1986) reported a steady decline of the use of oral language in classrooms as a major reason for the inhibition of students' abilities to reason and to forecast as they progressed from lower to higher grades.
		Willmington (1993) surveyed school administrators who attested to the importance of oral communication skills for teachers--and they considered listening to be the most important skill of all.
		Aiex (1990) notes that, although the focus of the program is on the development of oral communication skills, critical thinking and reasoning abilities are also developed along the way.
	www.indiana.edu /~reading/ieo/digests/d107.html (1533 words)

	LOS ANGELES UNIFIED SCHOOL DISTRICT LANGUAGE ACQUISITION BRANCH
		P.E.P. has been, and is, one of the most successful, innovative oral language development programs in existence for linguistically diverse students.
		P.E.P. was initiated in 1978 by Thelma J. Duncan, a nationally renowned educator in the area of oral language development for African-American and other linguistically diverse students.
		This language system, which many students bring to the educational setting, is an integral part of their culture.
	pepnet.lausd.k12.ca.us (714 words)

	Oral Deaf Education: Teaching deaf children to speak (Site not responding. Last check: 2007-10-25)
		The most common reasons parents cite for choosing oral deaf education are their desires to enable their children to speak for themselves and communicate with the world at large.
		The parents of one deaf toddler, initially devastated at the time of her diagnosis, explained that after several years of oral deaf education, they now know that their daughter will be fully mainstreamed into the public school by first grade.
		Generally, the use of oral language is not as highlighted in such settings as it is in oral programs.
	www.entcolumbia.org /ode.htm (708 words)

	Sign Language and Oral Interpreters
		Professional sign language interpreters at GSU provide services to students who are Deaf and hard-of-hearing.
		Sign language interpreting is conducted in a variety of settings such as academic classes, lectures, meetings with faculty and staff and other university-sponsored events.
		Sign Language and Oral Interpreters also consult with faculty and staff, providing information regarding the role of the educational interpreter in the classroom.
	www2.gsu.edu /~wwwods/student_services/sign_language_and_oral_interpreters.htm (159 words)

	Second Language Evaluation:Oral Interaction Test
		The Oral Interaction Test assesses your overall ability to communicate in French in a work context, based on the language tasks you can perform and the accuracy with which you communicate your message.
		The language tasks and the degree of accuracy required become more demanding as one progresses from Level A to Level C. When assigning a level to your performance, the assessor will evaluate the overall degree of clarity, ease and precision with which you communicate your ideas.
		They are equipped to further diagnose your language abilities and determine the method and materials suitable for improving your areas of weakness.
	www.psc-cfp.gc.ca /ppc/sle_pg_04_e.htm (1956 words)

	Oral Language
		Their ability to comprehend an oral utterance is a result of the interaction between the utterance, it’s context, word meaning, and phonological representations of words in the utterance.
		As children develop a sight vocabulary the connection between written and oral language becomes clearer because each word in their sight vocabulary represents a word in their oral vocabulary.
		For example, a child uses her oral vocabulary to describe her day to her parents, to tell her mom why she is angry with her brother, or to ask for help from her teacher.
	www.umich.edu /~medal/oral.htm (1650 words)

	Student Oral Language Observation Matrix (SOLOM) (Site not responding. Last check: 2007-10-25)
		The SOLOM is a rating scale that teachers can use to assess their students' command of oral language on the basis of what they observe on a continual basis in a variety of situations - class discussions, playground interactions, encounters between classes.
		The teacher matches a student's language performance in a five mains - listening comprehension, vocabulary, fluency, grammar, and pronunciation - to descriptions on a five-point scale for each (See Figure 1).
		SOLOM scores represent whether a student can participate in oral language tasks typically expected in the classroom at his or her grade level.
	www.helpforschools.com /ELLKBase/forms/SOLOM.shtml (771 words)

	Oral Language and Its Contribution to Reading Development
		I've chosen to focus, this month, on helping readers to access information about the stages of normal oral language development in early childhood and how these stages are woven into the framework of early reading skills.
		Next month (in November), I'll continue with this topic by providing you with a manageable beginning list of online oral language activities that are appropriate for elementary students and older learners struggling to learn English for first time or simply learning what language skills work in certain situations.
		ERIC Digest has also published an article, Oral Language Development Across the Curriculum, that justifies the importance of including oral language instruction in our literacy curriculum; similarly, Eduplace has issued their own statement about oral language instruction.
	www.suite101.com /article.cfm/reading/81160 (253 words)

	Language Arts Standard 4: Oral & Written Language
		The competent English language arts teacher understands how to use and extend oral language (listening and speaking) to develop reading abilities and how oral language activities can be used effectively within reading lessons.
		The competent English language arts teacher knows how to teach students to relate or connect their oral language to their written language learning.
		4E. knows how to engage children in reader's theater, choral reading, and other oral language activities that are related to reading.
	www.millikin.edu /english/LAstandards/standard4-oralreading.html (220 words)

	Goal # 10 – Vocabulary and Oral Language Development
		Children arrive in kindergarten with huge discrepancies in their oral language development.
		By the time they arrive, they have been learning language for 4 or 5 years and individual children have had very disparate experiences that at least partially account for their levels of language development.
		These early discrepancies are disheartening given the importance of language and world knowledge to reading comprehension and academic success more generally.
	www.albany.edu /~rj7552/isp361/final/goal10.html (560 words)

	Oral Language Strategies
		The most basic strategy is to let the children practise oral language.
		Language games that teach children to identify rhyming words and to create rhymes on their own.
		Activities that help children understand that spoken sentences are made up of groups of separate words, that words are made up of syllables, and that words can be broken down into separate sounds.
	www.earlyliterature.ecsd.net /oral.htm (448 words)

	Teaching Reading: Building Oral Language
		They offer opportunities for building oral language, for increasing independence, and for reaching individual learners at their own levels.
		In this segment with Justin, a shy English language learner, she demonstrates how to link oral language and illustration to writing.
		Wilson believes strongly that students who may be reticent because of shyness or language differences need to be seen and recognized for what they know.
	www.learner.org /channel/libraries/readingk2/wilson/closer.html (467 words)

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