1. University of San Carlos
College of Education
Teacher Education Department
SPED 114:
Curriculum & Instruction for Exceptional Children
Written Output:
Teaching Language
Submitted by:
Cabrera, Ladd
Canillo, Crisdan Matt
Ceniza, Jumar
Submitted to:
Mrs. Rita Mae Tagalog

2. A person's proficiency in a language refers to the degree to which that person is able to use the
language. Language is used for various purposes. In education we can classify the uses of language
into two dimensions: the social dimension and the academic dimension (Cummins, 1981).
Cummins refers to the skills necessary for social interactions involving language as Basic
Interpersonal Communication Skills (BICS). The skills involved in everyday communication -listening,
speaking, carrying on basic conversation, understanding speakers. and getting one's basic needs
met.
Cummins refers to the language skills necessary to function in an academic situation as
Cognitive/Academic Language Proficiency (CALP). The skills that are needed to succeed in the
academic classroom, including problem solving, inferring, analyzing, synthesizing, and predicting.
They go beyond the BICS, demanding much greater competence in the language.
Stages of Language Acquisitin

3. Natural approach by Stephen Krashen
Comprehensible Input: Students learn best when exposed to samples of the target language that
are at or just above the student's current level of acquisition of the language. Teachers can ensure
that the language used in the classroom is comprehensible by evaluating the students on the Stages
of Language Acquisition chart on the next page and can design activities that ensure input and
output at an appropriate level for the student.
Low Affective Filter: Students are best able to absorb and mentally process the language input
they receive when they are in an environment where they are relaxed and their anxiety level is low.
The teacher can provide this by making the classroom a warm, supportive place where students feel
free to take risks with language.
The Monitor: Krashen hypothesizes that language instruction results in the creation of a mental
monitor through which the learner filters spoken and written output. The monitor aids learners in
achieving accuracy, but may hinder the development of fluency. The ideal is a balance where the
student has opportunities for unrestricted fluency and for using the monitor to "edit" and develop
accuracy.
Meaningful Communication: Research shows that more learning takes place when students are
engaged in communication that is meaningful to them because more of the content and structure of
the communication enters long-term memory. Communication is meaningful when it touches on the
students' real lives or centers on topics chosen by and of interest to the students. Teachers can
ensure that meaningful communication happens in the classroom by allowing students to choose
books, materials and topics that interest them when appropriate.

4. Some of the ways we can foster language development are:
1. Using nursery rhymes to let the students hear the rhythm and flow of language
2. Singing simple songs with the students and using call-and-response activities
3. Using body language in songs, stories, and in everyday activities
4. Name objects
Set out a set of common objects and have students name them and discuss different
attributes (size, color, weight, shape)
Naming and touching body parts through active rhymes, games, and songs
Grouping and naming pairs or objects that go together
5. Introducing new words
Through stories.
Through looking at magazines together and discussing the students.
On neighborhood walks or field trips
By making word cards with a word and its picture.
In environmental print
6. One-to-one conversations
Model correct pronunciation and grammar
Model complete sentences
Model listening and responding to each other
Model questioning and answering
7. Engaging in conversations about the students journal entries
8. Telling simple stories which involve the students responding
9. Reading favorite stories over and over and then letting the students tell them to you
10.Asking open-ended questions
11.Facilitating dramatic play situations
In the housekeeping area
Outside
Using prop boxes
Using found objects to stimulate imaginative situations
Fill a box with objects and ask the students to tell about what they want to share with
the object they chose
12.Using puppets
To encourage a shy child to speak
To do puppet shows of familiar stories
To encourage students to make up their own scenarios
To invite students to come to a small group activity
13.Chart activities
recording a favorite _____ (color, shape, animal, activity
begin a poem and have them help you rhyme it
have students predict what will happen in a certain situation and record it later, follow
up and see if the predictions came true
14.Do webbing activities with the students
write a topic word and have the children tell you what they know about it
record what they would like to know about the topic
15.Use finger plays to encourage language
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