1. March 12, 2016 Collette Gallegos & Evelyn Balestra

2. If we live, we stand in language. You must change your words. Kendrick Smithyman [P. 27, in McQueen & Wedde 1985] To understand another’s speech, it is not sufficient to understand his words– we must understand his thought. But even that is not enough– we must also know its motivation. No psychological analysis of an utterance is complete until that plane is reached. Vygotsky 1986, P. 253 (Johnston, 2004, p.76)

3. In this presentation, you will learn: Language Processing in Children Components of Language Strategies for Effective Communication The Importance of Listening How Self-reflection Implications for the Classroom

4. Infants begin to process language through sound Memories of the mother’s voice are stored in the Hippocanpus (connected to the emotional part of the brain) before birth Newborns auditory senses are better developed than sight “The way we talk, the expressions on our faces, and in our eyes, what we look at, even our gestures are the basis upon which learning to communicate is built.” (Galinsky, 2010, p. 105-106, 113)

5. Tone Tempo Volume Body Language Facial Gestures

6. How do these components relate to how adults receive and respond to language? Tone Tempo Volume Body Language Facial Gestures

7. Create an environment where conversation and listening is important Narrate children’s experiences Use talk that goes beyond here and now What if… What do you think… Use words that respond to, elaborate, and extend children’s thoughts and experiences (Galinsky, 2010, p. 141)

8. (Christ & Wang, 2012, p. 78)

9. Productive Phrases Meaningful Conversation Giving Time to Understand and Respond Listening Communicating Intentionally

10. “That’s Like…” “What if…” “How did you know?” “Remember when…” “Did anyone notice…?” (Johnston, 2004.)

11. Things to Remember Conversation is essential in how the brain identifies, constructs, comprehends, and expresses language Speaking does not constitute a conversation focuses on one topic and its ideas Conversation… Focuses on one topic and ideas about that topic Includes investigation about meaning Extends on ideas surrounding a topic Helps solve a problem or exchange information (Lewin-Benham, 2011, p. 80-83)

12. Think about how you feel when… Someone asks you a question, just to tell you the answer quickly afterwards You are participating in a discussion and someone interrupts you just as you were about to talk If asking a question, wouldn’t you want to receive the most thoughtful answer? People differ in the amount of time they take to process information and respond Giving Others Time to Answer Questions is Respectful

13. How do you feel when people listen to you? Hearing vs. Listening

14. Takes Practice Requires Observation and Thought Elicits Astute Responses “Intention requires that an adult be conscious of both the affective (emotional) and cognitive consequences of responding to [people].” (Lewin-Benham, 2011, p.99)

15. Meaningful Language Use & Inquiry Approach Allows for all members in the classroom to engage in meaningful conversations Children independently sustain play by using Positive communication Language based skills Creating Sharing Turn taking Creates socially competent classrooms Allows for the environment to encourage learning (Kampmann & Bowne, 2011, p. 84-89)

16. Although the genuineness and consistency these teachers show in their interactions with students lives in these deeper beliefs, I think we can start to change our classroom interactions by changing our words and dragging some of our beliefs along with them… Certainly, reflecting to students what they are doing well can be instituted with substantial effect and minimal additional requirements. We just have to make it a priority, and we might have to consciously edit our speech for a bit. We can also make it clear to students that we are interested in what they have to say… Most important, unless with the children are doing in school is meaningful, that is, relevant to their immediate lives and goals, they will easily help us shift back into and productive language. (Johnston, 2004, p. 84)

17. Christ, T. & Wang, X.C. (2012). Supporting preschoolers’ vocabulary learning. Young Children, 67 (2), 74-80. Galinsky, E. (2010). Mind in the making: The seven essential life skills every child needs. United Kingdom: Dodo Press Johnston, P.H. (2004). Choice words: How our language effects children’s learning. Portland, ME: Stenhouse Publishers Kampmann, J.A. & Bowne, M.T. (2011). “Teacher, there’s an elephant in the room!”:An inquiry approach to preschoolers’ early language learning. Young Children, 66 (5), 84-89. Lewin- Benham, A. (2011). Twelve best practices for early childhood education: Integrating Reggio and other inspired approaches. New York, NY: Teachers College Press.