Studying linguistic is very complex and often results in individuals with low literacy levels. To curb this, studies on literacy development have intensified with great focus on early childhood development. The studies have critical revelations on relationship between literacy and language.
In fact, it has been found that oral language plays a very important role in building basis for reading. In essence, involving children in instructions and practice of oral language on a regular basis can have far-reaching effect in their development. This paper will explore implications of Cambourne’s conditions of learning on classroom teacher (Cambourne, 1998, p. 45).
Cambourne studied development of oral language in 1988 and came up with effective ways of imparting oral language skills in students to improve their literacy acquisition. He went to details of explaining how children learn to speak and acquire literacy. In the process, he came up with eight conditions.
These include immersion, where children are required to be surrounded with prints; demonstration, where they learn by modeling; expectation, where some level of performance is expected of them; and responsibility, which require children to share obligations to learn.
Still others include practice, where children take part in serious learning; approximation, in which take the responsibility of experimenting; response, where a feedback is expected; and engagement, where children participate in learning activities (Brace, Brockhoff, Sparkes & Tuckey, 2006a, p. 5).
Cambourne’s conditions of learning have many implications on teachers. For, instance, they advance teachers’ capacity to influence and achieve student success. Moreover, they provide teachers with the confidence and support for classroom planning. Teachers are therefore able to deliver as well as fulfill their millstones without working extensively. It is also quite necessary to note that imparting intentional skill on students improve their success rate.
Furthermore, it helps them to read easily. Besides, teachers have an easy work of planning and running classroom activities. It is also motivating for them to hear quick response from students in a learning environment. However, the conditions also have their negative implications. It calls on teachers to plan heavily and organization to achieve success (Brace, Brockhoff, Sparkes & Tuckey, 2006b, p.10).
Teachers also have to perform extensive research in addressing language structure, vocabulary and fluency on a regular basis. Cambourne’s conditions also have the propensity to minimize gap between written and oral language.
This helps in motivating students as well as improves teacher’s understanding of their needs. Teachers require more resources for materials like prints, computers and invitations. Moreover, they face less pressure from parents and administrators to deliver since positive outcome is observable (Hill, 2006, p. 24).
Children who do not get effective learning during their times in kindergarten are less likely to read fluently. This is mainly because oral language plays a big role in child development (Annandale, Bindon, Handley, Johnston, Lockett & Lynch, 2003, p.12). Cambourne’s conditions of learning have many implications on children as well as students in classroom. These include improved planning, among others.
Reference List
Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2003). First Steps: linking assessment, teaching and learning. Melbourne: Rigby.
Brace, J., Brockhoff, V., Sparkes, N., & Tuckey, J. (2006a). First Steps: Speaking and listening map of development (2nd ed.). Port Melbourne, Vic: Rigby.
Brace, J., Brockhoff, V., Sparkes, N., & Tuckey, J. (2006b). First Steps: Speaking and listening resource book (2nd ed.). Port Melbourne, Vic: Rigby.
Cambourne, B. (1998). The whole story: natural learning and acquisition of literacy in the classroom. Auckland, New Zealand: Ashton Scholastic.
Hill, S., (2006). Developing early literacy: Assessment and teaching. Prahan: Eleanor Curtain Publishing.