Language-rich classroom

It is prerequisite to admit that acquirement of new delivery shouldnt be only particular stage in child eruptment. developing language skills is very important stage in literacy development of both child. Children acquire new words through everyday interactions with parents, friends and nurture teachers. Recent researches suggest that number of words spoken to children in the starting signal three years of life and the quality of the feedback they receive have a significant impact on their success in school. (Lynn 1997) Many researchers and psychologists claim that children should be placed in language-rich environment to develop their skills better and faster.Language-rich environment at school is of great importance because children are provided with abundance of environmental patsy and text to practice reading, as well as they face written and oral language. Furthermore, children are allowed to submit for support of parents or caregivers. Such classrooms increase children s awareness and help to develop alphabetic principles and enrich vocabulary.The role of a teacher in such classroom is integral as he/she supplies children with necessary textbooks and other materials. Distinguished feature of such classroom is that teachers dont criticize their students instead, they encourage them and reckon in writing and reading activities. Conversation is an essential part of language-rich environment.The main characteristics of language-rich classroom are the pursuance1. teachers read books aloud every day because reading motivates conversation and, therefore, children develop new vocabulary, sentence structures, and they repress fear to speak aloud2. teachers encourage give talk and pretend play because opening the instal of reference into the world of pretend gives additional opportunity for new vocabulary and predicting skills (What Are The Features 2006)3. teachers value children efforts and options substance that teachers ask children to support th eir hypothesis or claim it impart help to develop though exercise and make children to defend their position and extend their thinking4. children are treated as people with kindle and extraordinary experience meaning that children are encouraged during their mealtime or play time to discuss kindle moments with each other (What Are The Features 2006)5. teachers introduce words they can be written of every objective in a classroom.There are many instructional strategies how to support language-rich environment. For example, teachers should speak slowly at first and shouldnt distort their language. Nevertheless, two strategies seem to be of top priority in every classroom. Firstly, teachers should label every object in classroom because it will help newcomers to experience the meanings of the objects at school. Secondly, teachers school from the very beginning of the studies to assign classroom duties among all students because it will help them to consider themselves part of t he classroom. Duties will also develop the sense of duty and responsibility. It goes without saying that all strategies suggest that students should be praised for their work, eve if the problem is very simply. (Literacy Development 2004)Finally, parents and caregivers should be also interested and encourage taking part in childrens development. Researchers say that children who communicate with parents every day develop language skills better than children who dont. Therefore, parent should understand that their children are interesting personality and they want to develop speaking, reading, writing and listening skills. Parents should talk to their children, firstly, about childrens everyday experiences and activities, ask them to describe object, relations with other students. Parent should consider that children are fond of pretend play and should make up stories and poems with them. Drawing and scribbling are the best ways to encourage writing. (What Are The Features 2006)Refe rencesLynn, Leon. (1997). Language-Rich al-Qaida and School Environments Are Key to Reading Success. Retrieved July 12, 2007, from http//www.edletter.org/past/issues/1997-ja/language.shtml