What are the strategies and considerations on which teachers should focus when teaching culturally and linguistically diverse learners?Explain

Vaughn Chapter 6 Discussion Forum

CHAPTER 6: ASSESSING AND TEACHING ORAL LANGUAGE

OVERVIEW

This chapter begins by describing three children with language difficulties.  To help them, it is important to understand both the content of language instruction and the strategies used to teach the language.  Language is a vehicle for communication that requires both receptive and expressive skills. Language consists of three principal components:  content, form, and use.  Although most children enter school having mastered many language skills, language continues to develop throughout the school years.  Some students with learning and behavior problems experience considerable difficulties in the development of expressive and/or receptive language skills.

These difficulties may occur in any one of the components of language.  In planning instruction for a student with language difficulties, it is important to consider the language skills the child has already developed, the skills that follow these developmentally, and whether or not English is the student’s first language.  New skills should be taught in context with intensive practice.  A section is included on how special education teachers can work with language specialists to implement RTI.  This chapter ends with activities to promote oral language skills.

LEARNING OUTCOMES

Describe the components of language including the main areas of language delays, as well as how they manifest in the development of content, form, and use of language.

Identify guidelines for teaching oral language, content, form, and use.

Detail the strategies and considerations on which teachers should focus when teaching culturally and linguistically diverse learners.

Explain practices teachers can use for working with families to develop students’ language skills.

List the procedures special education teachers might implement with language specialists to implement response to intervention (RTI).

FOCUS QUESTIONS

What forms of language instruction best address the two main areas of language delays?
What guidelines can assist in teaching oral language, content, form, and use?
What are the strategies and considerations on which teachers should focus when teaching culturally and linguistically diverse learners?
How can teachers work with families to develop students’ language skills?
How can special education teachers work with language specialists to implement RTI?

KEY TOPICS FOR MASTERY
Language as a vehicle for communication
Differences and interrelationships between language comprehension (receptive language) and production (expressive language)
Relationship of oral and written communication (similarities and differences)
Components of language including content (semantics), form (phonology, morphology, and syntax), and use (pragmatics), and the interrelationships among these components
Development of oral language during school-aged years and difficulties that students with learning, language, and behavior problems experience while in school
Strategies for teaching content (including increasing word-finding ability), using more elaborative language, teaching form, and teaching use
The integral relationship between language and culture, and strategies for enhancing language development by taking into consideration students’ cultural backgrounds
Acquisition of basic interpersonal communicative skills and cognitive/academic language proficiency in second-language and dialect learners, and their implications for teaching language to students with learning and behavior problems
Working with families to develop students’ language skills
Working with speech and language teacher to implement RTI
Choose one video and two discussion questions from below to reflect on for Chapter 6.
INVITATION FOR LEARNING

Meet with the speech/language pathologist(s) at a school to discuss ways of collaborating to provide improved language programs for students.

Record a language sample of one or two children. Describe the developmental language level of one of these children in terms of content, form, and use. Compare and contrast your findings with a speech pathologist at a school.

Select a concept (fractions, reptiles, democracy, sympathy, or above/below), and plan how you would teach this concept to: (a) students who are learning to speak English as a second language and have not yet acquired cognitive/academic language proficiency (CALP), and (b) students who have language learning disabilities.

Choose one of the instructional activities at the end of the chapter to use with a small group of students.

Compile a list of strategies and techniques that go into the teaching of oral language, content, form, and use. Are there any striking similarities and differences? Based on your findings, develop an argument for why they should be taught together or independently.

Develop an activity for students to take home with them that involves working with their family to develop their language skills. How might this differ from an activity you would use in the classroom?

Compare the methods a speech-language specialist might use when teaching students with literacy and language difficulties and students with social-emotional communication difficulties. From there, develop a list of procedures a special education teacher might use with a language specialist to implement RTI.

pter 6 Discussion Forum

CHAPTER 6: ASSESSING AND TEACHING ORAL LANGUAGE
OVERVIEW
This chapter begins by describing three children with language difficulties.  To help them, it is important to understand both the content of language instruction and the strategies used to teach the language.  Language is a vehicle for communication that requires both receptive and expressive skills. Language consists of three principal components:  content, form, and use.  Although most children enter school having mastered many language skills, language continues to develop throughout the school years.  Some students with learning and behavior problems experience considerable difficulties in the development of expressive and/or receptive language skills.  These difficulties may occur in any one of the components of language.  In planning instruction for a student with language difficulties, it is important to consider the language skills the child has already developed, the skills that follow these developmentally, and whether or not English is the student’s first language.  New skills should be taught in context with intensive practice.  A section is included on how special education teachers can work with language specialists to implement RTI.  This chapter ends with activities to promote oral language skills.

LEARNING OUTCOMES
Describe the components of language including the main areas of language delays, as well as how they manifest in the development of content, form, and use of language.
Identify guidelines for teaching oral language, content, form, and use.
Detail the strategies and considerations on which teachers should focus when teaching culturally and linguistically diverse learners.
Explain practices teachers can use for working with families to develop students’ language skills.
List the procedures special education teachers might implement with language specialists to implement response to intervention (RTI).

FOCUS QUESTIONS

What forms of language instruction best address the two main areas of language delays?
What guidelines can assist in teaching oral language, content, form, and use?
What are the strategies and considerations on which teachers should focus when teaching culturally and linguistically diverse learners?
How can teachers work with families to develop students’ language skills?
How can special education teachers work with language specialists to implement RTI?

KEY TOPICS FOR MASTERY

Language as a vehicle for communication

Differences and interrelationships between language comprehension (receptive language) and production (expressive language)
Relationship of oral and written communication (similarities and differences)

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

Development of oral language during school-aged years and difficulties that students with learning, language, and behavior problems experience while in school

Strategies for teaching content (including increasing word-finding ability), using more elaborative language, teaching form, and teaching use

The integral relationship between language and culture, and strategies for enhancing language development by taking into consideration students’ cultural backgrounds

 

Acquisition of basic interpersonal communicative skills and cognitive/academic language proficiency in second-language and dialect learners, and their implications for teaching language to students with learning and behavior problems

Working with families to develop students’ language skills

Working with speech and language teacher to implement RTI

Choose one video and two discussion questions from below to reflect on for Chapter 6.

INVITATION FOR LEARNING

Meet with the speech/language pathologist(s) at a school to discuss ways of collaborating to provide improved language programs for students.

Record a language sample of one or two children. Describe the developmental language level of one of these children in terms of content, form, and use. Compare and contrast your findings with a speech pathologist at a school.

Select a concept (fractions, reptiles, democracy, sympathy, or above/below), and plan how you would teach this concept to: (a) students who are learning to speak English as a second language and have not yet acquired cognitive/academic language proficiency (CALP), and (b) students who have language learning disabilities.

Choose one of the instructional activities at the end of the chapter to use with a small group of students.

Compile a list of strategies and techniques that go into the teaching of oral language, content, form, and use. Are there any striking similarities and differences? Based on your findings, develop an argument for why they should be taught together or independently.

Develop an activity for students to take home with them that involves working with their family to develop their language skills. How might this differ from an activity you would use in the classroom?

Compare the methods a speech-language specialist might use when teaching students with literacy and language difficulties and students with social-emotional communication difficulties. From there, develop a list of procedures a special education teacher might use with a language specialist to implement RTI.

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