wk 5 final
GEMENI80
assignmentweek2121Kawaanda.docxRunning head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acquisition. According to Plowman, Stephen and McPake (2010) children do not only display positive emotions, but also interact with their peer when using a computer compared to when engaged in other activities. The teacher’s role is to oversee learners as they use the computer, explain how to use programs if needed, offer suggestions as well as redirect learners in case they lose focus. Teachers can assess the effectiveness of this area on language development by tracking a children’s ability to use programs with increasing difficulty levels.
The Reading Center
This is the focal point of the classroom where teachers and learners can gather for reading aloud, class meetings, mini lessons as well as story time. The reading center, located in one corner of classroom with a circle rug, is surrounded by beanbag chairs and a plush sofa. There are shelves and bookstand that house numerous books at various reading levels. Also, there are literacy charts hanging on the wall and finger puppets as well as staffed animals on the selves. Learners can use these to act as characters in the learning materials. In addition, these objects allow learners to take risks with language as it is objects that are speaking rather than the learners.
Learners can also select appropriate books for reading in accordance with their reading levels as well as practice reading aloud. The teacher’s responsibility is to facilitate reading time, help learner’s use books that are appropriate for their reading levels, and model appropriate methods of using the finger puppets as part of learning activity. A teacher can assess the effectiveness of this location on language development by tracking a learner’s reading abilities and progression though the different book difficulty levels.
Collaborative Worktable
This area is designed to enhance and support language learning and use by providing learners with an area to work together for arts and crafts, to foster group interaction as well as to work on specific project. Teachers can provide learners with colored pencils, scissors, glue, pen and other craft supplies to make posters for classroom, to draw phrases they have learned and create pictures to take home describing whatever they have learned during the day. The teacher’s primary role is to direct learners in their activities, ask questions about their assignment as well as engage learners when they have any questions to encourage conversation as well as language use. Teachers can assess the effectiveness of this area in providing opportunities for language development by observing the learner’s excitement to use the area.
Conclusion
The classroom is, without any doubt, a place that is rich in learning as well as development opportunities. Teachers can design it in a specific and thoughtful way to support learners’ progress. Most importantly, there is need to transform the classroom into an area where every learner can succeed in their endeavor. By setting up the classroom class with students’ needs, teachers can support literacy and language development among learners. Having areas such as the computer corner, a reading corner as well as a collaborative worktable that are specifically designed to support use of languagecan enhance the learning process for young students.
References
Celic, C. (2009). English language learners day by day, K-6. A complete guide to literacy, content area, and language instruction. (1st ed.). Portsmouth, NH: Heinemann
Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education.
