Webinar “Oral and Written Language: Understanding the Differences and Implications for Teaching”
As long as there are no brain injuries or disabilities, the ability to understand and produce oral language (listening and speaking) comes naturally to humans. Oral language evolved in our species about 300,000 years ago—it’s built into our DNA. The same is not true of written language, which was invented a short 5,000 years ago. Alphabetic languages are even more recent.
In order to become literate, individuals must learn how to access and process written language, which in turn requires learning how speech sounds are represented in print. Full, comprehensive literacy requires much more, but explicitly linking speech to print is an essential step in the process. During this edWebinar, Dr. Claude Goldenberg will explore this “speech-to-print” (and “print-to-speech”) connection and share:
- The difference between oral and written language
- How and why oral language and written language are different and why that matters when teaching students to read and write
- Why the difference really matters when teaching ELs
- What teachers need to do differently when teaching ELs to read and write in English compared to when teaching English speakers to read and write
Don’t miss this opportunity to expand your knowledge of language development and its implications for reading instruction. This edWebinar will be of interest to K-12 teachers, librarians, school and district leaders, assessment, RTI, and MTSS coordinators, and educational coaches. There will be time for questions at the end of the presentation.
About the Presenter
Claude Goldenberg, Ph.D. is Nomellini & Olivier Professor of Education, Emeritus, Stanford University. He is the author of Successful School Change: Creating Settings to Improve Teaching and Learning (Teachers College); co-author with Rhoda Coleman of Promoting Academic Achievement Among English Learners: A Guide to the Research (Corwin); and co-editor with Aydin Durgunoglu of Language and Literacy Development in Bilingual Settings (Guilford). He has published and been on the editorial boards of various literacy and education academic and professional journals. Dr. Goldenberg’s previous projects focused on improving literacy achievement among English learners in elementary and middle school, language and literacy development among Mexican children in Mexico, and a randomized control trial of early literacy intervention in Rwanda. His current projects include consulting for the U.S. Department of Justice on English learner issues and chairing a research advisory panel on early childhood education for Arizona’s First Things First.
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Time: 2:00 pm — 3:00 pm EST
Free!
