identify environments that enhance children language and literacy development analyze and describe children\’s oral language development

Length: 2000 words (inc. newsletter, excl. transcripts)
Submission method options
EASTS (online)

Task
This task will allow you to demonstrate your knowledge of oral language development as well as the environments that may enhance childrens oral language. The assessment is divided into two parts:

Part A) Oral Language Analysis

1. You need to collect two oral language samples from a focus child, aged between two and five years. One setting 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 Hallidays three key features that influence a language register the field, tenor and mode (as described by Fellowes & Oakley, 2014 in the prescribed textbook). Recording the conversation is the easiest way to collect each language sample, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate. Ensure you seek parental permission (and the child\’s where appropriate) but do not include this or the recording with your assessment.

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 the child said, i.e. the way in which they expressed 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\’s name Doggy Play.
Line 2 : Adult\’s name Whats the doggy playing with?
Line 3 : Child\’s name He play with ball.

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 childs 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 childs 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 childrens oral language development (approx. 250 words)

Part B) Prepare and submit a Parent Newsletter

Drawing on what you know about the importance of the home environment for enhancing childrens 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 childs oral language development, including some practical ideas on how they can facilitate this.
Presentation – A template will be provided via the Interact2 subject site and should be used for each assessment task.

Length – The maximum length of this task is 2000 words (including the newsletter and excluding the transcripts). Work submitted beyond 10% over the required word limit will attract a 10% penalty.

Rationale
In completing this assignment you will apply knowledge gained from the set readings in a practical situation. It provides you with opportunities to further develop an understanding about several aspects of young children\’s early language development.This assessment task assists in working towards the following outcomes:

identify environments that enhance children language and literacy development
analyze and describe children\’s oral language development
understand key roles adults can play in enhancing or impeding children language and literacy development

and in doing so, reflects the subject learning objectives related to oral language development and linguistic diversity.

Marking criteria
Criterion High Distinction Distinction Credit Pass Fail
Well structured and coherent report with a tertiary standard of writing and referencing
10 marks Report begins with an extremely well structured, engaging and succinct introduction. High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and referencing. Report begins with a well structured and clear introduction. High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and referencing. Logical and consistent structure. Report begins with a coherent and sound introduction. Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citation and referencing with few errors. 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. The report is not introduced adequately or introduction is not clear. Significant number of spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation. Inadequate citation and referencing
Effectively articulates knowledge of oral language development and demonstrates ability to make critical connections between the transcriptions and subject content

25 marks Report demonstrates a well formulated and extremely thorough analysis that:

reflects a deep understanding of all key concepts and explicit metalanguage of the subject, and
includes explicit, insightful, well integrated, perceptive and well substantiated connections between examples from language samples and relevant literature. Report demonstrates a well formulated and comprehensive analysis that:

reflects a thorough understanding of all key concepts and explicit metalanguage of the subject, and
includes explicit, perceptive, integrated and generally well substantiated connections between examples from language samples and relevant literature 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. Report demonstrates an adequately formulated and basic analysis that:

reflects a developing understanding of most key concepts and explicit metalanguage of the subject, and
includes some well integrated and substantiated connections between examples from language samples and relevant literature. Report does not demonstrate an adequately formulated or basic analysis or,

does not reflect a developing understanding of key concepts and/or explicit metalanguage of the subject or,
includes tenuous connections between examples from language samples and relevant literature.
Demonstrates knowledge and understanding of environments that support childrens language acquisition through:

1. the discussion regarding partnerships with families and

2. the parent newsletter
15 marks A well synthesised and articulated discussion, demonstrating exceptional knowledge and understanding of supporting childrens language acquisition through partnerships with parents.

A well designed, highly engaging, creative and informative newsletter demonstrating exceptional knowledge of how the home environment can encourage childrens oral language development. A thorough and generally well articulated discussion, demonstrating comprehensive knowledge and understanding of supporting childrens language acquisition through partnerships with parents.

A well designed, creative and informative newsletter demonstrating a thorough knowledge of how the home environment can encourage childrens oral language development. A generally well articulated discussion, demonstrating a sound knowledge and understanding of supporting childrens language acquisition through partnerships with parents.

A generally well designed and informative newsletter demonstrating a sound knowledge of how the home environment can encourage childrens oral language development. A generally well articulated discussion, demonstrating a basic knowledge and understanding of supporting childrens language acquisition through partnerships with parents.

An informative newsletter demonstrating basic knowledge of how the home environment can encourage childrens oral language development. An unsatisfactory discussion showing limited knowledge and understanding of supporting childrens language acquisition through partnerships with parents.

An inadequate newsletter demonstrating limited knowledge of how the home environment can encourage childrens oral language development.

Week Date Module/Topics Readings
1 10/7/17 1. What is Language?
What is Literacy?
– (Emmitt, Zbaracki, Komesaroff &
Pollock, 2014, pp.3-28)
Access via Modules
2 17/7/17 2. Learning Language – (Fellowes & Oakley, 2014) chp. 2
Prescribed Text – pp. 16-26 only
– Fellowes & Oakley (2014, chp. 7)
Prescribed Text
3 24/7/17 3. Theories and Phases of Oral Language – (Emmitt et al., 2014) chp. 9
Access via Modules
– (Fellowes & Oakley, 2014) chp. 3
Prescribed Text
– (Kearns & Austin, 2007)
Access via Modules
4 31/7/17 4. Functions of Oral Language – (Fellowes & Oakley, 2014) chp. 2
Prescribed Text pp. 27-38 only
5 7/8/17 5. Adult-Child Interactions and Analysing
Conversations
– (Neaum, 2012) chp. 7
Access via Modules
– (Fellowes & Oakley, 2014) chp. 8
Prescribed Text
6 14/7/17 6. Partnerships – Families and Early
Childhood Educators
– (Fellowes & Oakley, 2014) chp. 4
Prescribed Text
– (Harris, 2009)
Access via Modules
– (Fellowes & Oakley, 2014) chp. 2
Prescribed Text pp. 38-45 only
– (QLD Studies Authority, 2011)
– (Bickley, 2008)
– (DEEWR, 2009a)
Access via ModulesOral Language Analysis and Newsletter
Contextual Information
Begin the report with some background information regarding your focus child (age, language spoken at home etc.) that is relevant to this childs oral language development and a brief context for each of the language samples included in this assessment (approx 250 words).
Childs background (related to oral language development) [Please use pseudonyms]
Context of the language samples (A brief description)
Language Analysis
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):
Development of oral language – This section should refer to developmental milestones, the components of spoken language, and EYLF Outcome 5.
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.
Critique of adult participation in the language exchange – This section should refer to specific techniques adopted by the educator that may have enhanced or impeded the childs use of language.
Conclusion
The importance of parent-educator partnerships
Drawing on EYLF Principle 2: Partnerships, conclude your report with a discussion on the importance of early childhood educator- family partnerships in relation to childrens oral language development (approx. 250 words).
References
Add a reference list, following APA guidelines (this must commence on a new page).

Newsletter
Oral language development
Drawing on what you know about the importance of the home environment for enhancing childrens oral language development, design an A4 sized (single page, approx. 300 words) newsletter you can give to parents informing them of how they can encourage their childs oral language development. Please include some practical ideas on how parents can facilitate this.
Appendix: Language Transcript
This appendix should commence on a new page
Sample One
Please complete the following table with your own language samples
Field Tenor Mode
The content (subject matter) being discussed, e.g. flowers, animals etc. Participants within the interaction and their relationship to one another. The form the communication took, i.e. information shared via a casual discussion.
Transcription
Line 1: Angela e.g. Doggy play
Line 2: Lisa Whats the doggy playing with?
Line 3: Angela He play with ball.

Field Tenor Mode

Transcription
Line 1: Child 1
Line 2: Child 2