ORAL LANGUAGE PERFORMANCE

Oral Language Performance

Oral Language Performance

Describe how you might assess a student's oral language performance. Describe the different assessments you would use and explain what you might find out from each. Then explain what strategies you might use based upon your assessments.

The development of oral language ability in English is encouraged by learning contents and attitudes. As progress is made at each level of the program, students face class situations as authentic as possible in order to prepare to take on events that are likely to see in real life exposed. In this way the student's linguistic knowledge is developed in a cohesive way to the development of pragmatic and sociolinguistic competence.

Learning a foreign language requires communicative purpose of joint development of the four language skills in reciprocal relationship between receptive and productive, thus we have: listening, speaking, reading and writing. A holistic view of the concept of communicative competence requires the group be aware of its constituent powers, namely: organizational competence or grammatical and pragmatic competence, the latter in turn comprises the communicative functions and sociolinguistic competence. Strategic competition also occupies a very important as it allows the information available in user memory and activate mental concepts are transferred for use in authentic situations of language performance (Braslavsky, 2003).

You are teaching an emergent literacy class of students who do not know how to read yet. What place will oral language activities/strategies play in your classroom?

Teachers meet in the classroom with children who know very well read aloud, but who do not understand what they read. These are often children who have no reading strategies at their disposal. A reading strategy is a means or a combination of means that the reader uses to consciously understand text. Experience has taught us that it is not enough to read texts for students to become strategic readers. Skilled students probably find themselves on strategies to read; however, if we let these discoveries under the sole responsibility of students, it may widen the gap between the strongest and weakest.

There is no definitive list of strategies, but some are the subject of consensus among researchers and educators. The task of the teacher is not so much seeking the perfect set of strategies to teach but rather to develop a strategic behavior among students, conduct research and continuous sense of self-assessment (Palacio, 2002).

What is sought is to provide a learning environment that invites students to take an active participatory interaction with the teacher and classmates. In class time the teacher should aim to immerse the student in an environment of constant contact with the target language, so the literal translation is avoided to the maximum, instead the teacher and students make use of strategic competition to turn encourages a meaningful context for the message you are trying to communicate. This will define another role of the teacher, being responsible to empower students with communicative strategies which they use to be so understanding and carrying out a fluent conversation, according ...