RUNNING HEAD: Interview 1

Language Development Interview

Trista L. Cain

ECE315: Language Development in Young Children

Instructor Vanausdeln

February 12, 2017

Interview 2

Language Development Interview

As a current and future teacher of young children, it is important to understand language

acquisition and the importance of it fully. Throughout a teachers career and professional

development, there will be times that interviews will be necessary and questions will be asked

concerning language development. A few questions one may be called upon includes what

language acquisition means to them and what is the importance of it, the stages of development,

how language development is encouraged throughout the classroom, strategies for those who

may be struggling, or how to encourage families to become involved.

What does language acquisition mean to you and how important is it?

Language acquisition is an important part of each childs development. Language

acquisition is the process in which children learn to process and comprehend language.

Throughout each stage of development, children begin to make sounds, acquire new words, have

the ability to put them into a sentence, make sense of their responses, and understand how

various words can be broken down. For each child to develop communication skills correctly,

they should be exposed to appropriate language activities.

Language can be defined as the primary source of communication used by people

throughout the world (Piper, 2012). Throughout each stage of development, children are

discovering and learning about all of the things around them, making it possible to start putting

things together and understanding language (Saffran, 2001). Therefore, its important that

teachers understand the process of language development and how to encourage such

development.

What stage of development are three to five-year olds in and what are they learning?
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Three to five-year olds are at such a crucial stage in language development; entering

school, learning new words and their meanings, developing the skill of putting words into

sentences, discussing events that happened in the past, and even beginning to recognize sight

words and to read simple books. According to Piper (2012), children between ages three and five

can, understand and follow simple rules, follow simple requests, recognize and name colors and

shapes, name almost all of their body parts, match sequences off three to six items, count, and

comprehend more and more complex language. The learning that is taking place within these

years is enormous; children are absorbent and curious about everything around them.

Name a few ways language can be developed throughout the classroom.

Without realizing it, language development occurs throughout the whole day, in each

section of the class. A few main ideas that come to mind include within center activities, large

groups, and mealtimes. Each center provides children with picture and word labels, making it

possible for them to clean up after themselves, connect words to pictures, and begin to recognize

letters. To specifically name a center that promotes high language development is writing center;

there are so many different materials and activities that can encourage children to learn while

playing. Whether children are writing a letter and addressing an envelope or writing their name

on a piece of paper, they are engaging with their peers, learning to control their wrist movements

while writing, and how to make precise strokes to write letters. Then, throughout large group

times and mealtimes, there is an open conversation going on between the children and their

peers, as well as their teachers. Describing new vocabulary words, expanding sentences and

meaning, and encouraging peer to peer conversation are just a few ways to promote language

development in the classroom.

What are two strategies to utilize when a child is struggling with language development?
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One particular strategy that comes to mind, to assist children in need, is to use simpler

terms. Using terms that the child will better understand makes it possible for them to follow what

is being said, but could also halt them from learning new words. Although simpler words can

make it easier for a child to understand, they should still be introduced to new words, expanding

their vocabulary slowly. Another great way to assist those who may be experiencing difficulties

is by just restating their sentences; not correcting them, but allowing them to hear the right way

to say what they are trying to convey. Another great way to assist children who are experiencing

difficulties with language development is by setting goals. Identifying where the issue lies and

being able to provide activities to help the child will make it possible for them to meet their goals

(ASHA, 2005).

How can families be encouraged to promote language development at home?

First of all, parents and family members must understand the importance of language

acquisition and how implementing it at home can support development even more. Parents

should be encouraged to have conversations with their children about how their day was, what

they learned, what they played with, or even what they had for lunch. Not only is this allowing

them to recall previous events, but its allowing children to engage in conversations; learning

about communication and developing skills along the way.

Meeting the needs of children ages three to five

There are many different ways to support childrens language development in the

classroom. These opportunities may not always be laid out as a lesson on language because there

are times that language development happens naturally. Language learning can occur through

storytelling, asking open-ended questions, and play different games to encourage syllable

learning.
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One great way to encourage children to engage in language development is through

storytelling. The first thing that students learn about books is what they do and what their

purpose is (Piper, 2012). Therefore, it is important to explain the different parts of a book, how to

care for it, what books can be utilized for, and how there are genres of books. Once there is a

shared understanding of literature, kids are ready to listen to stories, interact with parts of the

book, and have the ability to retell major events. Before, while, and after reading a story is a

great time to ask children questions about the book. There are also many activities that children

can interact with after reading the story and engaging in self-directed play.

During story times and self-directed play is an excellent opportunity to ask children open-

ended questions. While encouraging play with others, as well as on their own, students should be

asked questions to further their thinking, encourage further investigation and curiosity, as well as

explaining what they are doing. Conversations open a window for language development

throughout all ages of children (Piper, 2012).

Lastly, playing games is a fun way to encourage learning about actual breakdowns of new

vocabulary words or even familiar words. Clapping syllables, spelling unusual words, and

making fun stories as each person adds a sentence all inspires language development. Playing

games also give children a chance to engage in games during free choice, while playing outside,

or even at home with their family members; all of which develops a love for learning.

Conclusion

There are many important factors of language acquisition; therefore, there are many

various questions that may be asked when interviewing a teacher. I believe the most significant

inquiries consist of their thoughts on language acquisition, stages that the children they teach are

in, how they implement development in the classroom, strategies to assist those in need, and how
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to encourage families to participate in their childs learning. Language acquisition is a crucial

developmental stage and should be taken seriously.

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References

American Speech-Language-Hearing Association. (2005). Helping children with communication

disorders in the schools. Retrieved from http://www.readingrockets.org/article/helping

-children-communication-disorders-schools

Piper, T. (2012). Making meaning, making sense: Childrens early language learning. San

Diego, CA: Bridgepoint Education.

Saffran, Jenny R., Ann Senghas, & John Trueswell. (2001). The acquisition of language by

children. Retrieved from http://www.pnas.org/content/98/23/12874.full