Oral Language Analysis and Newspaper

1 – You need to collect two oral language samples from a focus child, aged between two and five years old. One context should be the focus child playing with another child, while the other should be an interaction between you and the focus child. Note details of the context in which each of these conversations take place, using Halliday’s three key features that influence a language register – the field, tenor and mode (as described in Reading 4, Fellowes & Oakley, 2010, p.101 of the textbook). Recording the conversation is the easiest way to collect these language samples, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate.

2 – From the recordings, select one or two sections from each language sample to transcribe into written form. Each transcription should be no more than a page in length and must be included in your assessment as an appendix. The transcription should be true to what and how the child said the words/sentences. Do not make grammatical corrections when transcribing as this is part of the analysis process. Use line numbers to denote a change in speaker as this will assist when referring to examples in your analysis. Please use pseudonyms for the children to maintain confidentiality. Each transcription should be set out as shown in the following example:

Appendix 1: Language Sample 1

Field Tenor Mode

Transcription

Line 1: Child – Doggy Play.
Line 2 : Adult – What’s the doggy playing with?
Line 3 : Child – He play with ball.

THE ABOVE IS IN TABLE FORMAT, FIRST COLUMN HAS FIELD THEN SECOND COLUMN TENOR AND SO FORTH!

3 – Submit a written report following the guidelines below –

Begin the report with some background information regarding your focus child (age, language spoken at home etc.) that is relevant to this child’s oral language development and a brief context for each of the language samples included in this assessment (approx 250 words).

Then, using the transcriptions, analyse the child’s language and your contributions to the exchange as an educator. In your analysis, refer to elements of your transcription to provide examples and make clear links to readings. Use the following headings to structure your analysis (approx. 400 words for each):

i) Development of oral language – This section should refer to developmental milestones, the components of spoken language, and EYLF Outcome 5.

ii) Functions for which the child is using language – This section should refer to the functions of language as proposed by either Halliday or Tough; and the concept of a language register by comparing the language used within each conversational context.

iii) Critique of adult participation in the language exchange – This section should refer to specific techniques adopted by the adult that may have enhanced or impeded the child’s use of language.

Finally, drawing on EYLF Principle 2: Partnerships, conclude your report with a discussion on the importance of early childhood educator- family partnerships in relation to children’s oral language development (approx. 250 words)

Part B) Prepare and submit a Parent Newsletter

Drawing on what you have learnt about the importance of the home environment for enhancing children’s oral language development, design an A4 sized (single page, approx. 300 words) newsletter you could give to parents informing them of how they can encourage their child’s oral language development including some practical ideas on how they can facilitate this.
Length
The maximum length of this task is 2000 words (including the newsletter and excluding the transcripts)

MARKING CRITERIA
– The report begins with a generally clear introduction. Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and referencing with few errors.

Report demonstrates a generally well formulated and sound analysis that:

reflects a sound understanding of most key concepts and explicit metalanguage of the subject, and

includes some explicit, perceptive and well substantiated connections between examples from language samples and relevant literature.

A generally well articulated discussion, demonstrating a basic knowledge and understanding of supporting children’s language acquisition through partnerships with parents.

An informative newsletter demonstrating basic knowledge of how the home environment can encourage children’s oral language development.

Oral Language Analysis and Newspaper

1 – You need to collect two oral language samples from a focus child, aged between two and five years old. One context should be the focus child playing with another child, while the other should be an interaction between you and the focus child. Note details of the context in which each of these conversations take place, using Halliday’s three key features that influence a language register – the field, tenor and mode (as described in Reading 4, Fellowes & Oakley, 2010, p.101 of the textbook). Recording the conversation is the easiest way to collect these language samples, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate.

2 – From the recordings, select one or two sections from each language sample to transcribe into written form. Each transcription should be no more than a page in length and must be included in your assessment as an appendix. The transcription should be true to what and how the child said the words/sentences. Do not make grammatical corrections when transcribing as this is part of the analysis process. Use line numbers to denote a change in speaker as this will assist when referring to examples in your analysis. Please use pseudonyms for the children to maintain confidentiality. Each transcription should be set out as shown in the following example:

Appendix 1: Language Sample 1

Field Tenor Mode

Transcription

Line 1: Child – Doggy Play.
Line 2 : Adult – What’s the doggy playing with?
Line 3 : Child – He play with ball.

THE ABOVE IS IN TABLE FORMAT, FIRST COLUMN HAS FIELD THEN SECOND COLUMN TENOR AND SO FORTH!

3 – Submit a written report following the guidelines below –

Begin the report with some background information regarding your focus child (age, language spoken at home etc.) that is relevant to this child’s oral language development and a brief context for each of the language samples included in this assessment (approx 250 words).

Then, using the transcriptions, analyse the child’s language and your contributions to the exchange as an educator. In your analysis, refer to elements of your transcription to provide examples and make clear links to readings. Use the following headings to structure your analysis (approx. 400 words for each):

i) Development of oral language – This section should refer to developmental milestones, the components of spoken language, and EYLF Outcome 5.

ii) Functions for which the child is using language – This section should refer to the functions of language as proposed by either Halliday or Tough; and the concept of a language register by comparing the language used within each conversational context.

iii) Critique of adult participation in the language exchange – This section should refer to specific techniques adopted by the adult that may have enhanced or impeded the child’s use of language.

Finally, drawing on EYLF Principle 2: Partnerships, conclude your report with a discussion on the importance of early childhood educator- family partnerships in relation to children’s oral language development (approx. 250 words)

Part B) Prepare and submit a Parent Newsletter

Drawing on what you have learnt about the importance of the home environment for enhancing children’s oral language development, design an A4 sized (single page, approx. 300 words) newsletter you could give to parents informing them of how they can encourage their child’s oral language development including some practical ideas on how they can facilitate this.
Length
The maximum length of this task is 2000 words (including the newsletter and excluding the transcripts)

MARKING CRITERIA
– The report begins with a generally clear introduction. Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and referencing with few errors.

Report demonstrates a generally well formulated and sound analysis that:

reflects a sound understanding of most key concepts and explicit metalanguage of the subject, and

includes some explicit, perceptive and well substantiated connections between examples from language samples and relevant literature.

A generally well articulated discussion, demonstrating a basic knowledge and understanding of supporting children’s language acquisition through partnerships with parents.

An informative newsletter demonstrating basic knowledge of how the home environment can encourage children’s oral language development.