Language is Vital
Posted on July 21, 2009 by Bernice Wonderly in Big Universe News, General, Literature, Special Needs, Technology.
Tags: background knowledge, Big Universe, children's online books, Education, Smartboard, virtual field trip, vocabulary
Children have to see, hear and write words in order to learn. Without language they lose the ability to learn and continue to learn. It’s sad to see children who are unable to answer questions because they don’t have the language to respond. “What is that?” we as teachers ask each other. The children simply don’t have the language to respond. Some children respond but they do so with limited words. What’s missing? How are we changing as a society and what should we do to help our children reach their potential?
Talking is the first way to help a child reach their potential. The more language a child hears the more they’ll eventually be able to read. Once a child has heard a word it’s far more likely they’ll be able to read it once they come upon it in writing. Read to children. Young children should be read to everyday. If books aren’t always available choose newspapers, websites, street signs, cereal boxes, anything. Language!
Have language readily available. Books, magazines, newspapers, paper, pencils, crayons, computers… Television isn’t bad. There, I said it. My own children, now very happy, good teenagers, learned so much from Barney! But, they also heard the spoken word, used the computer, played outside, drew pictures, talked to each other, and experienced life in many different forms. Television wasn’t their life.
Parents are working. In most cases both parents are working and sometimes one or both parents are working two jobs. Sometimes there is a second language involved. Sometimes a parent can’t read or write. Economic difficulties play a large part in language deficits. When both parents work hard just to pay the bills there’s nothing left of their energies or their funds to explore the world with their children.
Back ground knowledge of many children today is extremely limited. I stop frequently during my reading to clarify vocabulary that I never would have clarified ten years ago. Garage, buffalo, slugger, shipyard, dock, camel… the list goes on. Children don’t need to have been everywhere to be able to recognize vocabulary. It helps, but it’s not realistic in our society.
The Internet, Smartboard, picture books, television, videos, virtual field trips, all of these can help bring the world to our children. It’s the way we, as teachers, parents, and concerned adults in the twenty-first century are going to have to bring the world to our children if we want them to reach their potential. Language is the most vital component of learning. Our kids need to see it, hear it, even play with it. Language!
Yes, language is critical. It’s something the pediatricians often say when dealing with children who have a variety of issues (eg: temper tantrums, potty issues). Get the language sorted first, and everything else will follow.
Interestingly, some recent (and large-sample) studies have shown that time on computers and computer games is actually detrimental to language learning. Computers are a great visual learning tool but they’re no substitute for reading and talking in everyday life.
Similarly, television viewing needs to be examined too. Television shows like Barney adopt only a very limited range of expression. Similarly, many adult-orientated action shows rely more on cliches and grunts than on real expression. Consider exposing your children to quality films which display a range of emotions and expressive language. Even better, leave the subtitles on, so that they begin to recognise words.
Books are the best learning resources for written language but often children with reading difficulties are unable easily progress past the most basic written language. This should not be accepted as a limitation. Instead, read older books to your children and/or if you feel too tired to read, consider obtaining childrens audio-books and playing one chapter per night to them. It won’t help with their “reading skills” which they’ll still need to practice but it will help them to develop better “written expression”.
Hi Gavin and thank you for your response. I do understand what you are saying and I’ve heard that argument before. However, I have to disagree with the computer/television component. I’m sure you know too that one can come up with any hypothesis these days and find the research to back it up. But, having worked with children with language problems I find video and the computer to be extremely helpful in developing language.
I believe the thought behind the argument against computers and television is that there is no verbal communication taking place during the actual process of video viewing or computer activity, but I don’t think language can be considered completely verbal. Language begins long before the mouth opens and the words come out. Language begins deep in the brain where the thoughts form. Without the thoughts, without the knowledge there can be no words. Children who come from severe poverty or environments where there is little to no stimulation have little language. They come to school with little background knowledge. They have little to speak, talk about, or write about. There is not language to put forth.
The brain is fast at work when a child is working on the computer, whether for educational purposes or during a computer game. When a child is watching Barney they are learning by listening and I know this from personal experience. Children absorb like a sponge and are able to repeat much of what they hear on television especially when it’s presented in an entertaining, age appropriate format.
Children need to be spoken to daily and often but there’s nothing wrong with the computer and video or television for some support and instruction. In fact I believe using the computer actually boosts a child’s ability to learn because it’s an interactive tool. Given the right environment the child can see, feel and sometimes hear the tool he is working with. The more senses involved the better.
Language comes after many experiences. Reading and talking are definitely a necessity in every child’s life. So are experiences. Children need to experience life. For some children this can only happen through video, television and computer. Using these devices effectively a teacher can bring the world to a child who is unable to go to the world. It’s not the same but for some children, there isn’t anything else.
Bernice,
My apologies if I wasn’t particularly clear. I’m not necessarily saying I agree with research on computers. In fact, as a person who makes a career out of computing, I don’t. I did however find it interesting that the research would conclude this and it may even be true for the more capable child. If anything though, I can guarantee that computer time, even on non-educational games, is critical for development in special needs children.
My comments on video aren’t backed up by research, they are a matter of opinion. Barney is good but my issue there is that sometimes I see parents who are to restrictive with their children. Restriction is fine when done for reasons of censorship but not when it is because they feel a plot may be too “difficult”. That’s the “remedial effect” at work – when parents underestimate their child’s abilities and don’t provide adequate material for growth. My point is simply that a broad range of experience is more helpful than an narrow one.
I certainly don’t disagree with your writing – except for the word “slugger” which I had to look up and am still not sure what it means.