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It seems obvious: early language learning in Pre-K and kindergarten forms an essential foundation for education. However, when educators talk about language, they are often referring to reading skills and not oral language.

Yet, experts on the edLeader Panel “Oral Language and Vocabulary Strategies to Develop Confident, Capable Learners” submit that if students don’t develop solid oral language skills in their early education, they will experience deficits that impact their future learning capabilities.

First, research shows that preschool language skills form the foundation for all aspects of learning to read. Through oral language studies, students learn the nuances of language from the different pronunciations of the words to their contextual meaning, to words and phrases that are appropriate for different situations.

For instance, the word “neutral” has one meaning when related to politics and another when related to a color palette. Thus, students can have difficulty crafting arguments and getting ideas across in written and verbal communication.

And this difficulty doesn’t just come across in ELA classes. The panelists discussed how the lack of oral language training can impact everything from science to art to math because students don’t have the understanding of the vocabulary to express themselves. Moreover, educators are seeing the deficit in kids’ interpersonal interactions.

When students don’t have the language to communicate how they are feeling, what they need, what is happening to them, etc., it impedes their ability to have meaningful conversations with their peers and adults. This can lead to misunderstandings, acting out, and other behavioral issues simply because the student doesn’t know how to explain to someone else what they are thinking and feeling.

Finally, oral language hasn’t received the same amount of attention as literacy with the written word, even though they are highly connected, because educators often believe that students will get this interaction outside of school. However, young students need intentional exposure to language—something that might not happen at home. For example, their families may be speaking other languages, so their English skills are not reinforced unless it happens in the classroom.

To help educators get started, the panelists also offered strategies for intentional oral language education.

Make time in the schedule for oral language instruction

Don’t just assume that students will absorb oral language skills by being in school. Especially in Pre-K and kindergarten, teachers should have dedicated time marked for working on oral language. As students get older, teachers need to strengthen these skills with level-appropriate opportunities in their classrooms.

Have guided discussions

These lessons, though, can’t just be random conversations. Teachers need to focus on what skill they want students to work on. For example, they might share a picture with students and ask them to describe specific attributes of the picture. Then, they can direct students to discuss their observations with each other. But don’t make the discussions generic—personalize them to the interests of the students.

Model oral language skills

Look for additional opportunities throughout the day to engage students in conversation. One panelist suggested talking about a movie or a book that the teacher liked, explaining why, and then having the students offer their own opinions. Or, teachers could talk about what they are having for lunch or what they did that weekend. Also, don’t discount the value of telling jokes, which often have a rich approach to language. The goal is to create these moments of interaction rather than just waiting for them.

Raise the expectations in your classroom

Another issue the panelists found is that if educators bring the level of the conversation down, that can actually impede oral language development. Instead, focus interactions on raising the students’ skills and helping them learn something new. Find ways to challenge them while also reinforcing the skills they already have.

Tap into the expertise of your Speech-Language Pathologists

SLPs have many strategies that can help teachers add oral language instruction to their classroom. Have SLPs and teachers work together on developing lessons and tools to help students. Then, the SLP can focus their attention on the students who need more in-depth interventions.

Respect home languages that aren’t English

Acknowledge that a student is a multilingual learner. Let them read a story or work on a lesson in their home language first, and then have them work on their skills in English. Use culturally responsive teaching strategies to make them feel welcome and confident.

Most importantly, remember that oral language development is everyone’s responsibility. While the classroom will have dedicated time for oral language learning, conversations can happen in the cafeteria, on the bus, and on the playground, too. The value of oral language skills cannot be denied.

Learn more about this edWeb broadcast, Oral Language and Vocabulary Strategies to Develop Confident, Capable Learners, sponsored by Really Great Reading.

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Article by Stacey Pusey, based on this edLeader Panel