wanda gibson language acquisition e portfolio 315

Language Acquisition EPortfolioWanda Gibson

ECE 315 Language Development in Young ChildrenInstructor: Mar Navarro

September 16, 2013

Arabic French

Spanish

German

English

Dutch

Greek

Indonesi

an

Italian

Turkish Polish

Russian

Wanda Gibson- Language Acquisition e-Portfolio

Wanda Torres

Table of Contents

• Guided Introduction

• Language Acquisition Beliefs

• Language Acquisition Resource Discussion

• Language Reflection

• Language Rich-Environment (7 Slides)

• Literacy Lesson Plan

• Professional Role and Support for Children Language Acquisition

• Stages of Language Development Analysis

• References (2 Slides)

Wanda Gibson-Language Acquisition e-Portfolio

Guided Introduction

My name Wanda Gibson and I am from New Orleans, Louisiana. I am currently working on a double major with Ashford

University. At Ashford University I have obtain a degree in Healthcare Studies and now working on my double major in

Education of Child Development. The reason I attend Ashford University because it gives me great opportunity with

online courses to obtain my degree and support my career for the future. I have many experiences in the working fields

such as providing Care, Housekeeping, Computers, and Banking, etc. Although I have many experiences but my future is

based on my degree to working in the medical field with children.


Language Acquisition Beliefs

Language acquisition is a process in a child development from the moment one is born. Although all languages are

different in life, we all learn and taught by communication and interaction. The main components of language

acquisition are phonology, morphology, syntax, semantics and an extensive vocabulary. Language is not all learn at

the same capacity in children therefore it can be determine through ways of those with delays and work with them

efficiently. This e-Portfolio will give you some insight with each slide and attachments that can be used in the

classroom of ways to help teach and develop children language skills to learning language acquisition.

https://d.docs.live.net/4a5b0e1e6c14bc12/languages%20Structure-ECE%20-315.docx


https://d.docs.live.net/4a5b0e1e6c14bc12/languages%20Structure-ECE%20-315.docx

Language Acquisition Resource Discussion

Wanda Gibson- Language Acquisition e-portfolio

Having access to so many resources that can help develop our knowledge of language acquisition. Language

Developmental stages allows us to fully appreciate the cognitive, emotional, physical, social, and educational

growth that children go through from birth and into early adult. However, with so many resources out there,

we are able to educate ourselves to how children grow, learn, and change so we can be knowledgeable what to

look for and identify giving the tools and resources to help in the school. Attached are a few resources that can

assist in language developmental stages.

https://d.docs.live.net/4a5b0e1e6c14bc12/Resources%20language%20acquisition%20-315.docx

https://d.docs.live.net/4a5b0e1e6c14bc12/Resources%20language%20acquisition%20-315.docx

Language Reflection


Involving parents or caregivers in their child's development is a valuable reflection of learning. A perfect way getting parents or caregivers involved by sending out a newsletters informing them of their children curriculum to learning language development. Also it give ways for helping parents to increase their children language development and becoming successful by having time after school hours working in the classroom. A good example of this newsletters to learning the four language attributes provided in the attachment can create ideas to use in the home making it more fun and creating time with the family. https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Education%20Newsletter.docx

https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Education%20Newsletter.docx

https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Education%20Newsletter.docx

Language Rich-Environment


In creating a rich language environment all preschool children classroom should be setup with plenty of space so

they can have education to the fullest. One way this can be accomplish by designing plenty of physical space

areas in the classroom for learning to take place. This can be take place by setting up a team, develop a

philosophy plan, Writing language lesson plan, adult-child interaction, Science lesson plan, Reading lesson plan,

and computer language lesson plan. Later in the lesson will describe more in depth how the classroom is set up,

the way the areas support language acquisition, the particular role of the teacher, the activity the children will

engage, and how the effectiveness of the area on language development be measure by the educator.



First of all, the classroom should be already set up and organized with plenty of space with the identify areas and

have materials available for the children. Having things organize and available help children with imagination

and problem solving (Piper, 2012). Teachers need materials when children are being associated with written

language such as; books, pens, pencils, paper, markers, crayons, and printed material on maps, art, and picture

vocabulary (Elsevier, 2004). The way the areas support language acquisition are as follows; there are two student

tables on the left hand back corner for Science Lab next to storage. This allows the children to be close to the

materials that assists with language development preliteracy skills, problem solving, social interaction, and self-

regulation (Elsevier, 2004).



The writing table is located on the right hand side back corner next to the writing supply storage for smaller

group’s activity with teacher assistance. This allows the children to be close to the materials to assists with

writing language development. Next to the writing supply storage is the Computer Center. The Computer

Center is located on the upper right hand corner close to the door way. This allows the children use language

acquisition to using their brain and develop their thinking process, language skills to sounds, letters, and

phonics skills with materials to assess effectiveness on language development (Piper, 2012).



The teacher desk is located on the back wall in the middle of the room with the children desks in front of it to

allow the children with more space and less distraction when learning. On the left side wall in the middle between

the Science Lab and the right of the storage cube is the Reading area. This area allow the children with physical

space to relax on the rug or beanbags while reading story books in a group with the teacher or individual to

learning and helping developing proper language. The teacher have the educator to help assists with the children

but do not want the children to rely on the educator in the classroom. The role of the teacher is to create daily

lesson plans and a philosophy for the students to follow.



The philosophy is to describe language, explain why it is important to follow the principles, and how language is

sustained in the classroom. The plans is to recognize the valuable points that the children will be ready to learn as

they enter into the classroom. The educator is to make sure that the parents are involved so that there is adult-

child communication understanding with the philosophy plan. The children need to be engage to what is offer in

the lesson plan activities as well as in the classroom because the activities may consist of props, innumerable

types of written provisions, and writing media materials.



The layout of the classroom is to assist the children when acting out real life situation and interacting with their

peers. The classroom areas has to be effective enough for the children, parents or caregivers, and teacher to be able

to interact with each other. If the area is not effective enough and set up properly, it cannot be a rich environment

(Piper, 2012). The areas effectiveness can really be determined when social interaction involved with one another.

Children needs to be able to have interaction with their peers when it comes to language development.



In order to make the environment and language development prosperous, everyone’s input is

necessary when it comes to conversation because it is the key factor to language rich

environment. Conversation helps the children become productive with grammar and their

vocabulary (Justice, 2004). The way this can become a better understanding to you, I have

attached an example of my concept to a language rich environment I created below.

Literacy Lesson Plan


Planning a literacy lesson take a lot of researching and thought put into the lesson plan before it get introduce to the class. It is a valuable tool to have in the classroom when preparing the children to learning. A literacy plan must have goals, what will be covered, materials that will be use, introduction , lesson development, practice activities for understanding, closing and personal reflection. I have attached an example of the lesson plan to see what it look like if it had to be done in real life.

https://d.docs.live.net/4a5b0e1e6c14bc12/Literacy%20Lesson%20Plan-315.docx

https://d.docs.live.net/4a5b0e1e6c14bc12/Literacy%20Lesson%20Plan-315.docx

Professional Role and Support for Children Language Acquisition


As a professional role these are some of the things I will focus on to support children’s language acquisition.

Always keep language-rich environment

Use plenty of interaction and communication with the parents and children in the classroom.

Always look for new opportunity to keep up on children education with seminars and conferences meeting.

Always look for new way to teach children using educational programs to satisfy the classroom

Find ways to keep children interest and motivated to learning

Use program or lesson plan to make learning easier and less stressful.

Give children plenty of activities of interest material with fun to learning.

Stages of Language Development Analysis


There are many stages when it comes to language development. The one that interest me the most is the three years

old stage because the child brain is ready to take in more information to learning. Children this age can speak more

than five hundred words and answer question. They are able to hold a conversation and interact with parents,

grandparent and other people and children. The more communication and interaction given to the child, the more he

or she is capable to learning. I observed this in my grandson and with other children as well as the video from my

text book discussion. This is my observation that I learned from my classroom discussion with the given attachment.

https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Interactions%20Experience%20Discussion-315.docx

https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Interactions%20Experience%20Discussion-315.docx

References

Wanda Gibson- Language Acquisition e-portifilo

David K. Dickinson, Linda Caswell (2007). Early Childhood Research Quarterly, Volume 22, Issue 2, 2nd Quarter

2007, Pages 243-260

French, L (2004) Science as the center of a coherent, integrated early childhood curriculum Original Research Article

Early Childhood Research Quarterly, Volume 19, Issue 1, 1st Quarter 2004, Pages 138-149

Justice, L.M. (2004) Creating Language-rich preschool classroom environments. Justice, L.M. (2004). Creating

language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.

201302091353011684279681

http://www.sciencedirect.com/science/article/pii/S0885200604000055

References


Mark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language Teaching,

31, pp 57-71. doi:10.1017/S0261444800012970.

Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint

Education

Wasik, Barbara A.; Bond, Mary Alice; Hindman, Annemarie (2006.) The effects of a language and literacy

intervention on Head Start children and teachers. Journal of Educational Psychology, Vol 98(1), Feb 2006, 63-74.

doi: 10.1037/0022-0663.98.1.63

http://psycnet.apa.org/doi/10.1037/0022-0663.98.1.63

http://psycnet.apa.org/doi/10.1037/0022-0663.98.1.63