There are different aspects of children’s speech and children’s writing presented in this chapter. Language when used in writing and speech affect its structure. The problem with language is that it has been around in everyone’s life so long that people almost cease to be aware of it and it is not obsessed with correctness and grammatical rules. It allow children make clear to themselves that their already partial or implicit awareness of what is involved in using language and the explicit nature of this knowledge should lead to increased confidence and control in their handling of language ( and , 1983). There will employ a form of grammar which can describe language as it is used and which is relevant to every levels – from the syntax of sentences through to the organization of longer texts. This kind of grammar is able to describe the considerable differences between spoken and written English and can prepare its usefulness to the school institution for a wider curriculum of language and modern pedagogy study particularly in children’s speech and writing. In children’s speech and writing, language is among the most important features. In this instance, the structure of language – may it be in sentence and use of words – when spoken or written is evaluated.
(a) What are for you the most significant points/issues raised in the text?
In my own opinion, the most significant issues raised in the text are simple sentence construction (syntactic) and textual simplicity in words.
(b) Why do you consider these points/issues especially significant?
Considering that the subject of speech and writing are children, it is very important to categorically evaluate the simplicity of form of sentences. Children are not yet fully develop in terms of their cognitive ability and they are not yet capable of understanding complex sentences. It is practically important to consider that simple sentences should be used in speech and writing in order to facilitate ease of understanding and absorption of the message. In the same manner, simple words are seen to be more effective as children possess limited vocabulary. As a part of the widespread acceptance of English as the universal language, there is a need to completely qualify the vocabulary knowledge of every learning individual most especially the ones belonging to the starting stages of formal education like children. These two points/issues are especially significant because it is the most basic considerations in dealing with children’s speech and writing.
(c) How does the reading expand concepts you have learned about discourse/written discourse/teaching writing?
The reading expands the concepts and knowledge I have learned about discourse/written discourse/teaching writing by providing some techniques on how to evaluate syntactic construction in sentences and the textual simplicity of words. It also gave me an idea on how to present or create speeches and write-ups that will be suitable with children. Primarily, this reading helped me to recognize the important role of simplicity in dealing with children’s speech and writing.
Furthermore, the reading allowed me to try my analytical capability in trying to determine what is syntactically and textually acceptable in children’s speech and writing. By studying the examples presented in this reading, I learned the extent of language vocabulary of children and the need to enhance it through various pedagogical approaches like speaking and writing.
(d) In what ways is the article relatable to your own context as a teacher of English?
There is a need to show learners the living, dynamic nature of grammar as opposed to static, rule-based instruction insisting on only one “right way” ( and , 2002). The article, as stated in the previous discussion, aided me in the further understanding and consideration of the capabilities of children as main subjects. Teachers need to be able to make explicit what is happening in the language of the texts they share with children, to bring together their classroom knowledge of how stories, poems and many other kinds of texts ‘work’ with a more detailed knowledge of how words are used in English and other languages to ‘make sense’: how they are combined in certain patterns and in particular sequences in order to frame questions, to make statements, to give commands, or to create a whole variety of meanings and this together with the labels given to the roles that individual words or phrases are playing within such meaningful sentences, is really what grammar is and does (, 1990)
A common pattern of errors may then lead to the teaching of direct lessons on grammar points. This article gave me an idea on how to teach children’s speech and writing in a more effective and enjoyable manner. The example above might lead me to look at the formation of verb tenses generally, including the spelling conventions involved regardless of their pronunciation. From their work in English, students particularly children will know that language exists to convey meaning and, while listening and speaking, will look for gesture, mime, facial expression and knowledge of the context to help them construct that meaning. They will increasingly become aware that many language systems are used to convey meaning (, 1990). With this article, I came to realize that simplicity is very important.
(e) What are some questions/issues that you are left with as you finish reading this article?
Since the concept of simplicity is relative, I am presupposing that there is a need to qualify or evaluate on what is simple or not in the perspective of children. A child is not able to identify what is simple or complex. The young learners must come to realize that not every single word needs to be understood. They should be encouraged to live with ‘gist understanding’ and to check out their sense of the probable meaning by reference to other ones.
Since, there is opportunity for teachers to focus upon the specific nature of grammatical patterning and use of vocabulary, in relation to the production of a range of different text-types, the focus on grammar need not be introduced in de-contextualized activities but rather in the achievement of definite purposes in meaningful contexts. ( and , 1992) The typical language features of these text-types are familiar to us as adults, and are normally taught directly or learned in the context of study or work. Thus, this made me think on what is the role of vocabulary in the construction of speech and writing for children?
References
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