Oral Language Development across the Curriculum, K At the most basic level, oral language means communicating with other people.
Role Play in Teaching Culture: Identity, Culture, and Language Teaching. Abstract As language and culture are interrelated, language cannot be taught without culture, but there are many ways of co-teaching language Role play area increase childrens oral language culture.
One of them is role play. This paper addresses the issue of role play in teaching foreign language and foreign culture.
It introduces a step-by-step guide to making up a successful role play and examines role play in preparing learners for intercultural communication. One of them is a role play. Though the concept of role play is not new, scholars did not find agreement on the definition of the terms.
Such words as role play, simulation, drama, and game are sometimes used interchangeably, but, in fact, they illustrate different notions. Some scholars believe that the difference between role play and simulation is in the authenticity of the roles taken by students.
Simulation is a situation in which the students play a natural role, i. In a role play, the students play a part they do not play in real life e.
Thus, in a role play, participants assign roles which they act out within scenario. In a simulation, emphasis is on the interaction of one role with the other roles, rather than on acting out individual roles.
One way, or the other, role play prepares L2 learners for L2 communication in a different social and cultural context. Scholars suggest different steps and various successions in applying role play in teaching.
Based on the empirical evidence, we suggest our step-by-step guide to making a successful role play. Step 1 - A Situation for a Role Play To begin with, choose a situation for a role play, keeping in mind students' needs and interests Livingstone, Teachers should select role plays that will give the students an opportunity to practice what they have learned.
At the same time, we need a role play that interests the students. One way to make sure your role play is interesting is to let the students choose the situation themselves.
They might either suggest themes that intrigue them or select a topic from a list of given situations. To find a situation for a role play, write down situations you encounter in your own life, or read a book or watch a movie, because their scenes can provide many different role play situations.
You might make up an effective role play based on cultural differences. Step 2 - Role Play Design After choosing a context for a role play, the next step is to come up with ideas on how this situation may develop.
Students' level of language proficiency should be taken into consideration Livingstone, If you feel that your role play requires more profound linguistic competence than the students possess, it would probably be better to simplify it or to leave it until appropriate.
To build in these problems let the standard script go wrong. This will generate tension and make the role play more interesting. For example, in a role play situation at the market the participants have conflicting role information. One or two students have their lists of things to buy while another two or three students are salespeople who don't have anything the first group needs, but can offer slightly or absolutely different things.
Step 3 - Linguistic Preparation Once you have selected a suitable role play, predict the language needed for it. At the beginning level, the language needed is almost completely predictable.
The higher the level of students the more difficult it is to prefigure accurately what language students will need, but some prediction is possible anyway Livingstone, It is recommended to introduce any new vocabulary before the role play Sciartilli, At the beginning level, you might want to elicit the development of the role play scenario from your students and then enrich it.
For example, the situation of the role play is returning an item of clothing back to the store. The teacher asks questions, such as, 'In this situation what will you say to the salesperson? When this is done, on the left side of the board the instructor writes down useful expressions, asking the students, 'Can the customer say it in another way?
Step 4 - Factual Preparation This step implies providing the students with concrete information and clear role descriptions so that they could play their roles with confidence.
For example, in the situation at a railway station, the person giving the information should have relevant information: In a more advanced class and in a more elaborate situation include on a cue card a fictitious name, status, age, personality, and fictitious interests and desires.
Describe each role in a manner that will let the students identify with the characters. Use the second person 'you' rather than the third person 'he' or 'she.Reading aloud to children: the evidence E Duursma,1 M Augustyn,2 B Zuckerman2 children also need to recognise the role that alphabet letters play and that letters have different sounds.
It is easier to learn have been reported in children’s exposure to oral language and their vocabularies.
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in oral language and transfer it to literacy learning. When children are engaged in play, they must use language in order to communicate and negotiate meaning (Cambourne, , p). Login for Online Child Care Training - Students & administrators access online training, certificates of completion for licensing requirements, CDA Training Online & more.
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Oral language is the foundation of literacy, and as such, it requires focused attention in planning. Altering the ratio of teacher to student talk doesn't just happen. Rather, it occurs through both believing in the importance of student talk and planning with a clear purpose and expectations.