“The
limits of my language are the limits of my world.” ~Ludwig Wittgenstein
When it comes to teaching there really are no truer words.
Our
classrooms are becoming more and more global, diverse and cosmopolitan.
As much as things change, some things still hold true.
All
learners must have multiple
opportunities
to speak: talking, singing, reading,
saying, telling ---- all contributing means to
“miles on the tongue” also known as fluency when speaking.
The
ability to speak fluently cannot be underestimated in its pre-requisite value
both before and as learning
to become a fluent reader. It is estimated that children need exposure to
approximately 30,000
words a day by the time they begin school to be fully ready to learn. (Both quantity
and quality of words matter).
You can imagine how different
households offer different opportunities for language, or not so much. A
second language learner who has been exposed to rich language interactions at
home, in his native tongue
is much more prepared for school, and for learning a new language.
Fluency
in the first language equals preparedness to learn a second language
successfully
at school. We have all known every kind of learner in our classrooms, with
every kind of background.
It is staggering to think of the vast differences our students come equipped
with. Language
skills that have developed enriched vocabularies, critical thinking skills, and
abilities to
relate to others, or alternatively, depravation that cannot revel in any of
these competencies.
All
of that being said, good instruction for second language learners
is
good instruction for all. Making sure that little learners have multiple
opportunities
at
school to become fluent with their oral language is just as, or possibly more
important
than all other instruction. It is sometimes forgotten, sometimes assumed they
already have
it, and sometimes just misunderstood,
but it truly is the foundation to which all other learning can
occur. It is imperative to deliberately plan for and provide opportunity,
time and resources to help bridge the gap for many of our little ones.
I met with parents of my students last week at conferences. I needed the assistance of a translator with every single conference this time. I am always
surprised at how they don't think they can help their child to learn language just because they can't speak English. I encourage them to read books in their native
language and talk to their children as much as possible. All of the same things I
encourage with my English speaking parents. They are surprised to hear how important a role they play. (I wish I could have talked to them 5 years ago!).
I have many little books that I have written in a very predictable way, to facilitate
oral language practice for my kids. I am slowly making them pretty enough to share
with you! I have two so far, but have many more in the works.
It is
my sincere hope that your students can put many “miles
on
their tongues”
with
my
Oral Language Practice Predictable Readers. I wrote them with every little
learner
in
mind!
In my nearly 30 years of teaching both English speaking and second
language
learners,
there is no greater joy I have found in the classroom than
observing
students achieve
more oral language proficiency than they started with. The comfort, the
repetition, the oral language proficiency, and confidence that is
gained
and
then realized again at home when practicing
their little books is
truly priceless!
(Not to mention the valuable literacy skills!)
We use our little books all the time. I teach my kids to
practice pointing to the words (and looking at the pictures for clues, wink,
wink!) every time they read, so they are always practicing
good reading behaviors. After reading
at school several times,
(whole group, small group, partners,
to self)
they take
their book home to share. I recommend to them that they put a little star
(asterisk style) on the back every time they read it,
and try to fill it up with dozens of little stars! I
place extra copies
of
each predictable reader in our Browse Box for
students
to
pick up and read in the classroom
when
they are finished with work or at centers etc. They love it!
Brown Bear, Brown Bear Oral Language Practice Reader
Hello Farm! Oral Language Practice Reader
Fish, Fish, In the Ocean Blue: Oral Language Practice Reader
If you are lucky enough to have students come and visit you when they are in third grade, you will be so glad you spent the time it took to intentionally plan oral language activities! There is no greater reward than hearing a hesitant kiddo become a proficient speaker!
