Language and Literacy
CDEC 1313
Chapter 3
Language
human speech, the written symbols
for speech, or any means of
communicating
Literacy
The ability to read and write, which
gives one the command of a native
language for the purpose of
communicating
Emergent literacy
process of developing awareness
about reading and writing before
young children can read or write
Language Development
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Baby’s cry
Cooing
Smiling and laughing
Babbling
Association
One-word usage
Recall
Telegraphic speech
Multi-word speech
Goals for Literacy Development
• Becoming fluent and efficient readers and
writers
• Becoming thinkers and communicators
• Enjoying reading and writing
• Feeling successful as users of literacy
Literacy Approaches
• Phonics
– emphasizes soundsymbol relationship
– phonemes - smallest
unit of speech
– phonological
awareness - awareness
of speech sounds, such
as rhyming workds
• Whole Language
– introduces literacy by
building on what
children already know
about oral language,
reading and writing
– highlights meaningful
language related to
child’s experiences
DAP Literacy Environment
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Talk to children
Use standard languag, not baby talk
Reinforce child’s native language
Speak clearly and not too fast or soft
Encourage children to talk to you
Listen, make eye-contact
Use children’s names frequently
Allow time
DAP Literacy Environment
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Play music
Offer toys that make noise
Sing songs
Play finger plays
Tell stories with props
Read stories aloud
Listen to sounds in environment
Offer pressure-free experimentation
Encourage Family Support
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Read aloud regularly
Expose children to vocabulary of books
Read print in environment
Model reading
Talk to your child
Sing
Encourage children to write and draw
Display children’s work
Write notes to your child
Bilingual/Bicultural Students
• Bilingual Programs
– Children are taught in
their native language
and then gradually
transitioned into
English-speaking
classrooms
• ESL Programs
– Children are taught in
English - may have
children from many
different language
groups in same
classroom
Stages of Language Learning
• Pre-production or silent stage
• Early production stage
• Expansion of production stage
The Language Arts Center
• all types of books
• journals/books written by
children in class
• language experience
stories
• magazines, newspapers
• recorded stories
• calendars
• rebus charts and graphs
• story props
• alphabet charts
• vocabulary words
• pictures from around the
world
• labels on supplies
• lists
• children’s names
• children’s writing and
drawings
• pencils, pens, chalk,
crayons, markers
• magnetic letters &
numbers
Language Arts Center
• typewriter
• computer
• toy or nonworking
telephone
• toy microphone
• paper of various sizes,
colors, textures; lined and
unlined, drawing paper,
construction paper and
scraps
• cardboard, posterboard
• stationery
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note pads
index cards
envelopes
graph paper
post-its
order forms
business forms
chalkboards, dry erase
boards
• carbon paper
• paints
Language Arts Center
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pencil sharpener
rulers
tape glue
scissors
stapler
stickers
date stamp and pad
paper clips
hole punch
brads
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maps and globes
pictionaries & dictionaries
folders
notebooks
stencils
paint bottles with foam or
roller on end
Literacy Assessment Samples
• Written language on drawings and books
• items indicating learning style & interests
• spoken language collected in anecdotal and
audio- or videotapes
• made-up songs
• webs, lists of words,
• examples of how child expresses ideas
• self-portraits