TRANSFER STAGE

Descriptions of language and literacy interactions in early childhood education indicate the balanced
transfer of language information to varied literacy settings. Therefore, language skills are evidently
transferred to literacy activities with creativity and intellectual challenge.

Margaret Donaldson (1978)

She described that children first try to make sense of situation, then use their knowledge to make sense
of what has been said to them. Children bring and use their home literacy as they enter formal
preschool learning and that they apply their knowledge of language, language skills to listening and
speaking, reading and writing activities.

Story Reading / Story Telling

Story reading provides various encounters with language from which children can build their data pool.
Children can memorize familiar stories that can join in adult reading or shared reading.

Story reading is an immersion to literacy. Through a story, children learn about language – new words,
new syntactic words, meanings and ways of organizing discourse (Dombay, 1988). Similarly, reading
aloud enriches vocabulary and sense of story.

• Writing after Story Reading / Story Telling

• Temple Nathan, Temple and Burris (1988) described writing of emergent learners as something
that cannot be deciphered easily but does demonstrate their knowledge about letters and in
some cases, sound – letter relations. Their writing usually illustrates pseudo – letters and joined
– up writing of which loops, circles, vertical lines are all linked together, to express their ideas.

• Differentiated Instruction

• To support the development of emerging learners, the teacher must create stories through
socio-dramatic play. Roskos (1988) recognized the significant relation between dramatic play
and early literacy enumerated below:

• 1. Dramatic play encourages symbolic play including experimentation with literacy,

Dramatic play convert children’s pretend-play stories into language-experience charts,

Dramatic play provides language use and speech development,

Dramatic play indicates literacy understanding

GOLD-Grammar and Oral Language Development

Grammar and its Dimensions
Grammar is essential to everyone. Be it the native or the target language, a learner still involves
himself or herself with grammatical structures.
Celce-Murcia and Larsen-Freeman (1999) define grammar as a way that accounts for both the
structure of the target language and its communicative use.
3 dimensional Grammar Framework
 1.form/structure
2.meaning/semantics
3. use/pragmatics
Teaching Grammar
Grammar instruction theories have evolved from the changing views about language acquisition.
Overt Grammar Instruction or Direct Instruction - teaching the grammar point in the target
language or the student’s first language or both is a key to this. This is to facilitate
understanding.
Another important part of grammar instruction is by providing examples. It should be based on
the following principles:
• Accuracy and appropriateness of examples.
• Examples as teaching tools.
Relevance of the Grammar Lesson to its context is another consideration. Teacher’s, therefore,
should teach grammar forms and structures in relation too meaning and use for the specific
communication task that student need to complete.
ORAL LANGUAGE DEVELOPMENT
WHAT IS ORAL LANGUAGE?
 Oral language is the system through which we use spoken words to express knowledge, ideas,
and feelings.
 Oral language is made up of at least five key components (Moats 2010):
1. Morphological skills- understanding the meaning of word forms and parts
2. Syntax-understanding word order and grammar rules
3. Pragmatics- understanding the social rules of communication
4. Phonological skills- an awareness of sounds, such as syllables and rhymes
5. Semantics or vocabulary-understanding the meaning of words and phrases.

Stages in Oral Language Development

 Stage 1 (Infant)
A child at this stage smiles socially, imitates facial expressions, coos, cries, babbles, play with
sounds, develops intonation, and repeats syllables.
 Stage 2 (18 months to two years)
A child at this stage responds to specific songs, uses two-word sentences, depends on
intonation and gesture, understands simple questions, and points and/or names objects in
pictures.
 Stage 3 (Two to three years)
A child at this stage begins to use pronouns and prepositions, uses “no”, remembers
names of objects, and generalizes.
 Stage 4 (Three to four years)
A child at this stage communicates needs, asks questions, begins to enjoy humor, has much
better articulation, begins true conversation, responds to directional commands, knows
parts of songs, can retell a story.
 Stage 5 (Four to five years)
 A child at this stage has a tremendous vocabulary, uses irregular noun and verb forms,
talks with adults on adult level in four to eight words sentences, giggles over nonsense
words.
Teaching Speaking
 Language Input- comes in the form of teacher talk, listening, activities, reading passages and
content oriented
 Structured Input- focus on correct form. Learners have options for responses but require them
to use the specific form or structure that the teacher has introduced.
 Communicative Output- the learners main purpose is to complete a task such as obtaining
information, developing a travel plan, creating a video, complete the task