Professional Documents
Culture Documents
shoes
coat
Creating Language-
Rich Preschool
dress
Classroom
Environments sneakers
Laura M. Justice
◆ Do children at your preschool have school districts that are attempting to Title I coordinator, a reading specialist,
strong language and literacy skills? implement language-rich classrooms a family resource specialist, a student’s
◆ Do children with language disabili- suggests that a team-based action plan parent, and the assistant principal. The
ties participate in general preschool incorporating the engagement and facilitator of the team should be the
classrooms? expertise of diverse local constituents is classroom teacher, who is most vested
◆ Do educators at your school collabo- the best route to actualization. The five in achieving a rigorous, doable, and
rate in language-rich curriculums? steps to actualizing a team-based action effective action plan.
◆ Do you have sufficient funding for a plan include identifying a team, devel- The key to creating and implement-
quality preschool program? oping a philosophy, designing the phys- ing language-rich classroom environ-
These are broad, ambitious ques- ical space, designing daily language ments is infusing the classroom with
tions, and we hope to set you on your plans, and ensuring quality adult-child rich adult-child interactions. One
way to answering them and ensuring interaction. Table 1 summarizes each of teacher and one assistant cannot do this
the success of all the children in your these five steps. job for 15 to 20 children. The subse-
preschool program.
TEACHING Exceptional Children, Vol. 37, No. 2, pp. 36-44. Copyright 2004 CEC.
What Is a Language-Rich Classroom meaningful variation in the language to interrelated elements of language that
Environment? A language-rich class- which they are exposed. For instance, form the complex whole of oral lan-
room environment is one in which chil- when interacting with children, adults guage. Content consists of the words that
dren are exposed deliberately and recur- vary the abstraction level of the lan- are used and the concepts that are
rently to high-quality verbal input guage that they use. Variations in the expressed; this term is more or less syn-
among peers and adults and in which abstraction level allow children to par- onymous with vocabulary, or semantics.
adult-child verbal interactions are char- ticipate in perceptually oriented conver- Form refers to the way that word struc-
acterized by high levels of adult respon- sations in which they use language to ture and sentence structure are organ-
siveness. The five key elements of this label, imitate, and describe, as well as in ized grammatically and phonologically.
definition are in its explicit references to conceptually oriented conversations Use refers to the ways that language is
(a) exposure, (b) deliberateness, (c) that engage children in using language used in functional contexts to achieve
recurrence, (d) high-quality input, and to hypothesize, summarize, predict, social purposes. Children's content,
(e) adult responsiveness. decide, and reason (van Kleeck, Gillam, form, and use achievements directly
Exposure means that children experi- Hamilton, & McGrath, 1997). reflect their experiences with language
ence high-quality linguistic input both Recurrence refers to the importance in the world around them (Hart & Risley,
passively and actively within the class- of repetition to children's acquisition of 1995). Thus, exposing children to lan-
room (Bunce, 1995). They are exposed important linguistic concepts. This point guage that is diverse in these three areas
to language throughout the day in is demonstrated well in studies that is an important feature of the language-
diverse contexts and interactions. In have investigated young children's rich classroom, as shown in Table 2.
some of these exposures, the child may acquisition of new vocabulary words Adult responsiveness means that
not be an active participant; rather, chil- when someone reads storybooks to adults frequently and consistently
dren may be passive observers of the them. Robbins and Ehri (1994), for respond to a child's communicative acts
language that is used around them. instance, showed that the probability in a way that is sensitive to the child's
Children do not need to overtly produce that young children would learn a new developing competencies. High levels of
or imitate language to acquire key lan- word from a storybook was consider- responsiveness by teachers and
guage forms and concepts, since inci- ably greater if the word occurred twice parents—particularly when adult
dental exposures to language in which in a storybook rather than only once. responses focus on child-initiated top-
children are merely bystanders can be Penno, Wilkinson, and Moore (2002) ics—have repeatedly been associated
sufficient for language learning to take found that children's use of new vocab- with robust language gains by children
place (Akhtar, Jipson, & Callanan, ulary words from storybooks increased (Girolametto & Weitzman, 2002). In
2001). Nevertheless, active experiences in a progressive manner from the first addition to being responsive to all com-
are also important for language acquisi- reading session to the third one as chil- municative acts of children, adults
tion, and children require opportunities dren experienced new words repeatedly should ensure that their responses are
to use their language when they interact over readings. In language-rich class- contingent; a contingent response is one
with others. rooms, repetition is valued and is an that responds to a child's communica-
Deliberateness means that the adults integral part of the classroom routine. tive intent rather than to the "correct-
in the classroom are intentional in the Children receive multiple opportunities ness" of the child's act. For instance, an
language that they choose to use with to experience specific linguistic con- adult who responds "Oh, that wasn't
children. When talking with children, cepts in diverse contexts of use, and very nice!" to a child's "Her hitted me!"
adults in language-rich classroom envi- classroom experiences are organized to is responding contingently; the adult
ronments make knowledgeable choices foster repetition. has focused on the child's meaning and
in the words, grammar, and sounds that High-quality input means that adult communicative intention rather than on
they use so that they can stimulate chil- language in the classroom is character- the words and grammar that the child
dren's ongoing achievement of new ized by diverse content, form, and use. used.
skills. Adults provide children with Content, form, and use are the three
organized, the next step in developing a ronments. A philosophy is essentially a ical environment of the classroom,
language-rich classroom is for the team set of principles that all team members designing daily lesson plans, and inter-
to construct a philosophy that is indi- will translate into everyday practices. A acting with children.
vidualized to the classroom environ- philosophy about oral language—what The team must thus develop a state-
ment. By developing a philosophy, it is, how it is acquired, and why it is ment of its philosophy. From this state-
teams can take a principled approach to important—influences the choices that ment, it will derive operating principles
creating language-rich classroom envi- educators make in structuring the phys- for a language-rich classroom. The
Step Actions
2. Develop a philosophy • The team develops a set of principles governing oral lan-
guage in the classroom that will translate into principle-based
everyday practices.
• The philosophy should define language, state why language
is important, and identify how language is supported in the
classroom.
3. Design the physical space • The team identifies how to organize the classroom space to
maximize language enhancement.
• The team identifies props and materials, including literacy-
related artifacts and real-world props.
• The team identifies community supports for donation of mate-
rials and props.
4. Design daily language plans • The team develops a set of objectives for the whole year for
linguistic content, form, and use.
• The objectives can reflect sociocultural values and state-level
policies (e.g., standards of learning).
• The daily language plan identifies key objectives and activi-
ties and is accessible to all who enter the classroom to "jump
in" and engage with children.
5. Ensure quality adult-child conversations • All team members should have training on adult-child inter-
action techniques that maximize children's language growth.
• Team members can mentor each other in the classroom for
quality implementation.
facilitate language learning and use. (1995) has effectively argued that dra- board), and various types of printed
First, the classroom should be organized matic play settings should be rotated materials (menus, signs, books, recipes,
to emphasize open space. Second, spe- daily (or at least weekly) to provide maps, and newspapers). Literacy-relat-
cific areas should be clearly identified children with rich opportunities to learn ed artifacts encourage children to use
throughout the classroom (e.g., library, about diverse aspects of their communi- language at an abstract, metalinguistic
dramatic play area). Third, a variety of ties. level and to view language as an object
materials should be available to chil- Provision of props and materials. Of of scrutiny. Literacy-related artifacts
dren, particularly materials that encour- particular importance in developing lan- also help children make connections
age creativity and problem-solving. guage-rich classroom environments are between oral and written language.
These materials should be clustered literacy-related artifacts, as well as real- Storybooks, a literacy artifact that
conceptually or schematically. Fourth, world props and materials. Literacy- should be widely available and readily
authentic, functionally complex dramat- related artifacts are materials that are accessible in every language-rich pre-
ic play settings should be available in associated with written language. They school classroom, provide children with
each classroom. Examples include an include, for instance, writing utensils an endless supply of familiar and unfa-
airport, a grocery store, a miniature (pens, pencils, and crayons), writing miliar linguistic forms, content, and use.
classroom, and a restaurant. Bunce media (envelopes, paper, and card-