Supported Decision

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Chapter 5: Oral Language: Strategies and Techniques: 5-5 Strategies and Techniques for Teaching Oral Language Skills Book Title: Methods & Strategies for Teaching Students with High Incidence Disabilities: A Case-Based Approach Printed By: Jasline Stansell ([email protected]) © 2019 Cengage Learning, Cengage Learning

5-5 Strategies and Techniques for Teaching Oral Language Skills Using the four previously discussed models, the following are some basic principles for teaching oral language. These practices can and should be used both when directly teaching language skills and when teaching for content learning, as oral language skill is essential for learning and using content knowledge (Moje et al. 2004).

1. From the behavioral perspective, use imitation and modeling for the proper use of language. Provide a sentence or word, and ask the child to say it. Provide positive reinforcement in the form of a smile or praise if the student says the word or sentence correctly. If a student is using incorrect syntax in class, the teacher should simply rephrase aloud what the student was trying to say. For example, the response to a student who says, “We goes to the car now?” should be “Yes, we are going to the car now.”

2. From a semantic-cognitive approach, teach language skills in context whenever possible. If you are discussing concepts or vocabulary, teach them in context. For example, if teaching students about different animals, teach them by visiting the zoo.

3. From the psycholinguistic perspective, teach rules for using language. If teaching sentence structure, teach students first to differentiate between complete and incomplete forms of sentences (for example, She in the yard played versus she played in the yard), then to finish partially completed sentences (for example, The dog ate the ___), and, finally, to produce their own complete sentences.

4. From the pragmatic approach, teach language within a group dynamic. Use other children as models for the correct use of language and to encourage the target child to participate with others during small-group discussions. When using groups, be careful that you promote tolerance for language differences among others in the group. In fact, exposure to language differences makes others more tolerant and open (Wilby 2004).

5. Use games or other activities to teach target skills. Students enjoy learning and are more engaged when they are taught using games or other motivating language activities.

6. Focus on expressive and receptive language skills. Language involves more than just speaking words and sentences. Receptive skills are often overlooked and include following oral directions, listening for new vocabulary words, reading a story and

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having the students predict the ending, playing listening games (for example, Simon Says), or playing a song and having the children listen for verses to sing aloud.

7. When teaching younger children, gain their attention before beginning an activity, and use tactile and fun materials to maintain their attention throughout the activity.

8. Use sufficient wait-time when you ask questions and after a student responds to your question (Rowe 1986). Allow at least three seconds of wait-time after asking a question and before prompting a student for more information (Rowe 1986), particularly for young children (Medcalf-Davenport 2003). Wait-time allows children time to consider the question, search their long-term memory for information, and formulate an appropriate response. When teachers wait three seconds or more after asking a question, the amount and quality of discussion increases (Roberts and Zody 1989). Similarly, when teachers wait three seconds or more after the student has responded to the question, there are also improvements in the student’s use of language and logic (Rowe 1986).

9. Use structured lesson plans that include aspects of Direct Instruction. If teaching a new skill, model the proper response, use guided practice so students can perform the skill while you provide feedback, and then assess by having the child demonstrate the skill independently.

10. Teach for generalization. If children are taught a language skill in school, have them practice the skill for homework and report back when and where they used the skill.

Chapter 5: Oral Language: Strategies and Techniques: 5-5 Strategies and Techniques for Teaching Oral Language Skills Book Title: Methods & Strategies for Teaching Students with High Incidence Disabilities: A Case-Based Approach Printed By: Jasline Stansell ([email protected]) © 2019 Cengage Learning, Cengage Learning

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