Oral

Language
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Oral Language

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Wide vocabulary and familiarity
with language structures

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These wide vocabulary and familiarity with
language structures, in most cases, are
already widely developed before a child
begins in school.

(Reese, Sparks & Leyva, 2019; Skeat et al, 2010)

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What does research tell us
about oral language
& its development?

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 Not all children are fortunate to be born
into homes where parents or caregivers
provide rich language experiences. These
disadvantaged children enter our
kindergartens lacking oral language skills.
(Moats, 2001)

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 Children arrive in kindergarten with
huge discrepancies in oral language
development . . . and the gap between
language-advanced and language-delayed
children grows throughout the elementary
school years.
(Biemiller2001)

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Oral Language (in the language of literacy)
oral language means communicating with
other people

It refers to the ability to produce and

comprehend spoken language
(NELP, 2008, p. 43)

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What is Oral Language?
• It is the foundation for literacy development or
learning to read.

It involves speaking and listening.

It is essential for children to gain knowledge

about the world.

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What is Oral Language?
• It is closely linked to the development of
thinking and reading abilities.

One cannot be successful in learning to read (and write) in

a language that he does not understand.

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 Melek aksara adalah kemampuan untuk
mengidentifikasi, mengerti, menerjemahkan,
membuat, mengkomunikasikan dan mengolah isi dari
rangkaian teks yang terdapat pada bahan-bahan cetak
dan tulisan yang berkaitan dengan berbagai situasi.

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 Structured Language Learning & Cognitive Development
Grade 1
Kindergarten MT FIlipino English
1st Qtr. OL
1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr. Literacy
Oral Language in the 1st Language 2nd Qtr OL Oral
Pre Reading in the 1st Language Literacy Language

Pre Writing in the 1st Language 3rd Qtr. OL Oral Oral

Language Language
Literacy
4th Qtr. OL OL Oral
Language
Literacy Literacy

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 Structured Language Learning & Cognitive Development
Grade 2 Grade 3
MT FIlipino English MT FIlipino English
1st Qtr. OL Oral 1st Qtr.
Language
Literacy
Teaching
2nd Qtr OL Oral 2nd Qtr Teaching
the Continue Continue
Language the
Domains Literacy Oral Oral
Domains Fluency & Fluency &
3 Qtr.
rd of OL OL Literacy Literacy
3rd Qtr. of
Literacy (Bridging) (Bridging)
Literacy Literacy Literacy

4th Qtr. OL OL
4th Qtr.
Literacy Literacy

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What happens when learners are surrounded by and included in
increasingly complex conversation?

1. Expand their vocabulary

2. Increase the complexity of the language structures they use
3. Become language risk-takers
4. Develop confidence in the way they communicate
5. Clarify there thinking and deepen their understanding of the world
6. Tune into the sounds of the standard language

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The neglect of oral language in the
classroom will destroy that foundation
and severely hinder the
development of other aspects of
language skills.
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Pupils who struggle with a language
deficit will also mean they will have
retarded growth in
reading.
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Before achieving proficiency in reading and
writing--and even after proficiency in reading and
writing have been achieved—
oral language is one of the important means
of learning and of acquiring knowledge

(Lemke, 1989)
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 Children who are not reading
proficiently by 3rd grade are widely seen
as being in academic crisis.
Samuels in her article “Early Grades: Crucial Path
to Reading Proficiency”

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The stakes are clear: Studies have shown that the absence of
effective intervention, children who read significantly below
grade level by 3rd grade continue to struggle in school
and eventually face a much higher likelihood of
dropping out altogether. 
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Is it possible for teachers to
design instruction that will
close the language
experience gap?

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“If we are to increase children’s
ability to profit from education, we
have to enrich their oral
language development during the
early years of schooling.”

-Biemiller, American Educator, Spring 2003

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Remember this…

“The limits of my language

means the limits of my
world.”
- Child-
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Oral Language: The
First Line of Defense
in LITERACY
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What is the Role of the Teacher?
Creates a classroom climate conducive
to language learning

Provides opportunities for students

to use and practice the language
Facilitator

Reflects on language use and language

learning

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 Speaking and listening
▪ Conversation

▪ Talk in “Situations”
Kinds of Classroom Talk:
▪ Talk in Drama

▪ Reading Aloud

▪ Choral Speaking

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• Sharing ideas and information with partners or in small
groups

• Focus on meaning using familiar songs, poems,

riddles, wise sayings, creating new songs, creating and
acting out songs, action songs.

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Focus on meaning through listening and responding to
stories
• Listening stories
• Predict what comes next.
• Re-tell stories
• Change the ending of the story
• Act out the story.
• Listening for special words
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