Summary of the Language Acquisition
I am a proactive and creative educator who has the desire to impart the acquired knowledge in language acquisition to the young children. My strengths include strong communication skills, and team-building skills. In addition to this, I can fluently communicate in American English. I will apply the acquired American English in communicating and directing students in class. This language will further assist in communicating with the children and imparting knowledge in different fields.
Children below five years are at the peak of grasping new words. It is therefore necessary for the educators to assist these children in improving their vocabulary and acquiring other skills. With the assistance of teachers, students are at a better position of understanding different languages. There are different forms of languages. There is the informal language applied at home and there is the official language used at school. Through talking, reading, and playing, students learn new words, which may be different from the home language. Language acquisition is also essential for children at this age as improved language positively affects the confidence and the academic achievement of the students. This has been detected, as children who are poor in languages tend to be emotionally distressed and perform poorly academically.
There are various forms of acquiring language. The help of the teachers, parents, and caregivers defines this. Within the classroom, the teacher defines the environment (Dickinson & Tabors, 2004). For instance, language acquisition can further be enhanced through the introduction of the floor plan. In this plan, the classroom is designed into seven physical areas; the ‘mathematics center’, art center’, fridge, and sink’, clothes stand, storage, the ‘dramatic play center’, and the library center’. This design is to offer the students a rich environment for language acquisition. As the children interact, they develop new words and hence improve their experiences and the language. This is enhanced by the assistance of the teacher.
Stages of Language Development Analysis
In order to understand the stages in development of language, it is necessary to understand the factors that affect the rate at which students can grasp new language and begin speaking anew language (Brooks & Kempe, 2012). There are student, socio-cultural and instructional factors such as personality, gender, age, program model, community language, and the form of the instructional development environment. In case of a language delay, a teacher is to realize language deficit, over-reliance on gestures and challenges in language acquisition. For the various stages of learning, different instructional materials and evaluation techniques are to be employed. Among these, include leveled books (Hoff, 2014).
Literacy Lesson Plan
The lesson plan for the study was focused on the retelling of the story through illustrations. . This lesson was expected to take 30 minutes. The students are within five years of age. The goal of this study is to assist the students in retelling the story by the use of picture-plan. The main objective of this study is to retell the story through planes of pictures. This model is to assist the learners in showing main events and parts of the story. Included standards are developmental checklist, head start child development through expressive language (Head Start, 2011). Materials to be used are the shortened version of the “The Ugly Duckling “by Hans Christian Andersen and the color illustrated version of the book.
As a proactive educator, I have the desire to impart knowledge in language acquisition to young children. I hope to deposit the acquired skills such as strong communication skills, and team-building skills to the students. This will assist the students to improve on their confidence, creativity, and general academic breakthrough. In addition to this, I hope to impart the acquired English to different fields
Brooks, P. & Kempe, V. (2012). Language development. West Sussex: Wiley-Blackwell. Dickinson, D. K. & Tabors, P. O. (2004). Fostering language and literacy in classrooms and
homes. PBS Baltimore: TeacherLine.
Hoff, E. (2014). Language development. Belmont, CA: Wadsworth Cengage Learning.