It is important to emphasize the use of the whole language. The use of language experience books can be incorporated to enrich the child’s mind. One will use words, ideas, images, as well as diagrams to create meaning together. This will be done not through a particular pattern; instead, it will follow the learner’s interests and curiosity. The role of the adult will be to provide knowledge of how written and spoken language works.
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One will, therefore, start by drawing a picture or a souvenir and then write words or sentences for the child present. The child and the adult will look at the page together as the adult reads out the words aloud. Both will be looking at the words together for some time. This form of talking will include activities such as linking the image or the souvenir with the words (Robertson 190). These words may include synonyms or even antonyms, with words expanding the child’s language knowledge.
The next level would include letting the child choose a drawing or picture or even a souvenir as the adult asks the child for words or an appropriate story that goes with those things. As the child responds, the adult will use that every child’s language the way it is or sometimes expand it with a view of introducing the child to some new word forms, vocabulary, or even new ways of using the words that have been acquired. In this case, the adult will write words and sentences down as the child watches. Each day, both will be looking at the page, with the adult reading out the words aloud, linking them with the images provided with a view to further expand the child’s knowledge (Robertson 191).
The other step would be letting the child create or choose a drawing picture of any other stimuli such as a toy, animal, photograph, visits to interesting places, school events, sports holidays, etc. without being prompted by the adult. In this case, as an actor, the adult will act as a scribe by writing the child’s words and sentences in the child’s presence. As every day passes, the adult will read them out aloud. Both will link the words together with the aim of adding to the child’s language and understanding.
The other part is where the child chooses a drawing picture or a souvenir and writes down the words with assistance. The adult may also do part of the writing. Remember, here there is a lot of collaboration. Both read the words through turn-taking. They talk about the words and ideas with either of them feeling free to prompt the other to bring out new interpretations or even come out with questions (Robertson 191).
As the learning advances, the child’s role will become more prominent. The child will write words and sentences without much help from the adult. The child will read the words aloud, and both will converse more with a view to seeking more complexity. This will progress to the adult being as an editor and helping the child affect any necessary changes. Finally, the child, later on, will choose and write on their own and keep their own journal. Here the adult will just serve as a peer editor (Robertson 192).
To also make learning experience successful, the adult will decide on the content to make sure there is a balance in the content areas. This is because a page could be talking about a concept, speech part, a key phrase, a story, poem, music, etc. (Robertson 193). All these need to be balanced to guarantee a wholesome learning experience.
Robertson, Lyn. Literacy and deafness listening and spoken language. 2nd ed. San Diego: Plural Publishing, 2013. Print.