Effective Communications & Oral Language
EFFECTIVE COMMUNICATIONS AND ORAL LANGUAGE
Oral language is the greatest use of language and is the basis of communication - in fact it is the basis of literacy.
'Language plays a vital role in the personal and social development of children. It enables them to gain an understanding of themselves and others and strengthens their social relationships.'
(Oral Language Resource Book: First Steps; page 45)
Through listening and speaking students learn about themselves and about their world. Learning to express their thoughts, ideas and feelings, and being able to respond to the communications of others, enables students to participate in society successfully.
The National Education Monitoring Report 10 states that experiences provided by teachers and at school play a very important role in developing oral language skills in students. What then is the role of the school and the teacher in facilitating growth in students' oral language?
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. Speech involves thinking, knowledge and skills. Effective communication is developed through practice and training.
While oral language acquisition is a natural process this does not mean that all children will automatically acquire effective communication skills. Attention and constant practice are necessary for optimum development in communication. Holbrook (1983) specifies three criteria for oral language competence: fluency, clarity and sensitivity. The responsibility of the teacher lies in helping students to develop these levels of development.
There is no doubt that there is plenty of oral language used in the classroom. However, much of that "talking" is done by the teacher, rather than by the students, in the course of delivering the classroom programme. Research done by Stabb (1986) reported that there was a steady decline in the use of oral language in
Oral language is the greatest use of language and is the basis of communication - in fact it is the basis of literacy.
'Language plays a vital role in the personal and social development of children. It enables them to gain an understanding of themselves and others and strengthens their social relationships.'
(Oral Language Resource Book: First Steps; page 45)
Through listening and speaking students learn about themselves and about their world. Learning to express their thoughts, ideas and feelings, and being able to respond to the communications of others, enables students to participate in society successfully.
The National Education Monitoring Report 10 states that experiences provided by teachers and at school play a very important role in developing oral language skills in students. What then is the role of the school and the teacher in facilitating growth in students' oral language?
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. Speech involves thinking, knowledge and skills. Effective communication is developed through practice and training.
While oral language acquisition is a natural process this does not mean that all children will automatically acquire effective communication skills. Attention and constant practice are necessary for optimum development in communication. Holbrook (1983) specifies three criteria for oral language competence: fluency, clarity and sensitivity. The responsibility of the teacher lies in helping students to develop these levels of development.
There is no doubt that there is plenty of oral language used in the classroom. However, much of that "talking" is done by the teacher, rather than by the students, in the course of delivering the classroom programme. Research done by Stabb (1986) reported that there was a steady decline in the use of oral language in
References: Berry, Kathleen S (1985). Talking To Learn Subject Matter/Learning Subject Matter Talk Language Arts, 62(1),34-42 [EJ3009 762] Gambell, Trevor J Holbrook, Hilary Taylor (1983). ERIC/RCS Report: Oral Language: A Neglected Language Art? Language Arts, 60(2), 255-58.[EJ 276 124] Lyle, Susan (1993) Glenys Brown (2001). Oral Language Course: Notes and Activities G.S Denise Farr (2001). Assessment, evaluation schedules and activities Joanne Milich (2001) Oral language activities and students ' learning outcomes Zhang Hong and Nola Kortner Aiex (1995) Oral Language Development Across the Curriculum, K-12 (ERIC Clearinghouse on Reading, English, and Communication Digest #107)