1. Language Acquisition EPortfolio
Wanda Gibson
ECE 315 Language Development in Young Children
Instructor: Mar Navarro
September 16, 2013
Arabic
Greek
Italian
Polish
Russian
Wanda Gibson- Language Acquisition e-Portfolio

2. Table of Contents
• Guided Introduction
• Language Acquisition Beliefs
• Language Acquisition Resource Discussion
• Language Reflection
• Language Rich-Environment (7 Slides)
• Literacy Lesson Plan
• Professional Role and Support for Children Language Acquisition
• Stages of Language Development Analysis
• References (2 Slides)
Wanda Gibson-Language Acquisition e-Portfolio

3. Guided Introduction
My name Wanda Gibson and I am from New Orleans, Louisiana. I am currently working on a double major with
Ashford University. At Ashford University I have obtain a degree in Healthcare Studies and now working on my
double major in Education of Child Development. The reason I attend Ashford University because it gives me
great opportunity with online courses to obtain my degree and support my career for the future. I have many
experiences in the working fields such as providing Care, Housekeeping, Computers, and Banking, etc. Although I
have many experiences but my future is based on my degree to working in the medical field with children.
Wanda Gibson- Language Acquisition e-Portfolio

4. Language Acquisition Beliefs
Language acquisition is a process in a child development from the moment one is born. Although all languages are
different in life, we all learn and taught by communication and interaction. The main components of language
acquisition are phonology, morphology, syntax, semantics and an extensive vocabulary. Language is not all learn
at the same capacity in children therefore it can be determine through ways of those with delays and work with
them efficiently. This e-Portfolio will give you some insight with each slide and attachments that can be used in
the classroom of ways to help teach and develop children language skills to learning language acquisition.
https://d.docs.live.net/4a5b0e1e6c14bc12/languages%20Structure-ECE%20-315.docx
Wanda Gibson- Language Acquisition e-Portfolio

5. Language Acquisition Resource Discussion
Wanda Gibson- Language Acquisition e-portfolio
Having access to so many resources that can help develop our knowledge of language acquisition. Language
Developmental stages allows us to fully appreciate the cognitive, emotional, physical, social, and educational
growth that children go through from birth and into early adult. However, with so many resources out
there, we are able to educate ourselves to how children grow, learn, and change so we can be knowledgeable
what to look for and identify giving the tools and resources to help in the school. Attached are a few resources
that can assist in language developmental stages.
https://d.docs.live.net/4a5b0e1e6c14bc12/Resources%20language%20acquisition%20-315.docx

6. Language Reflection
Wanda Gibson- Language Acquisition e-portfolio
Involving parents or caregivers in their child's development is a
valuable reflection of learning. A perfect way getting parents or
caregivers involved by sending out a newsletters informing them of
their children curriculum to learning language development. Also it
give ways for helping parents to increase their children language
development and becoming successful by having time after school
hours working in the classroom. A good example of this newsletters to
learning the four language attributes provided in the attachment can
create ideas to use in the home making it more fun and creating time
with the family.
https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Education%20Newsletter.docx

7. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
In creating a rich language environment all preschool children classroom should be setup with plenty of space
so they can have education to the fullest. One way this can be accomplish by designing plenty of physical space
areas in the classroom for learning to take place. This can be take place by setting up a team, develop a
philosophy plan, Writing language lesson plan, adult-child interaction, Science lesson plan, Reading lesson
plan, and computer language lesson plan. Later in the lesson will describe more in depth how the classroom is
set up, the way the areas support language acquisition, the particular role of the teacher, the activity the children
will engage, and how the effectiveness of the area on language development be measure by the educator.

8. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
First of all, the classroom should be already set up and organized with plenty of space with the identify areas
and have materials available for the children. Having things organize and available help children with
imagination and problem solving (Piper, 2012). Teachers need materials when children are being associated with
written language such as; books, pens, pencils, paper, markers, crayons, and printed material on maps, art, and
picture vocabulary (Elsevier, 2004). The way the areas support language acquisition are as follows; there are
two student tables on the left hand back corner for Science Lab next to storage. This allows the children to be
close to the materials that assists with language development preliteracy skills, problem solving, social
interaction, and self-regulation (Elsevier, 2004).

9. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
The writing table is located on the right hand side back corner next to the writing supply storage for smaller
group’s activity with teacher assistance. This allows the children to be close to the materials to assists with
writing language development. Next to the writing supply storage is the Computer Center. The Computer
Center is located on the upper right hand corner close to the door way. This allows the children use language
acquisition to using their brain and develop their thinking process, language skills to sounds, letters, and
phonics skills with materials to assess effectiveness on language development (Piper, 2012).

10. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
The teacher desk is located on the back wall in the middle of the room with the children desks in front of it to
allow the children with more space and less distraction when learning. On the left side wall in the middle between
the Science Lab and the right of the storage cube is the Reading area. This area allow the children with physical
space to relax on the rug or beanbags while reading story books in a group with the teacher or individual to
learning and helping developing proper language. The teacher have the educator to help assists with the children
but do not want the children to rely on the educator in the classroom. The role of the teacher is to create daily
lesson plans and a philosophy for the students to follow.

11. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
The philosophy is to describe language, explain why it is important to follow the principles, and how language is
sustained in the classroom. The plans is to recognize the valuable points that the children will be ready to learn as
they enter into the classroom. The educator is to make sure that the parents are involved so that there is adult-
child communication understanding with the philosophy plan. The children need to be engage to what is offer in
the lesson plan activities as well as in the classroom because the activities may consist of props, innumerable
types of written provisions, and writing media materials.

12. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
The layout of the classroom is to assist the children when acting out real life situation and interacting with their
peers. The classroom areas has to be effective enough for the children, parents or caregivers, and teacher to be able
to interact with each other. If the area is not effective enough and set up properly, it cannot be a rich environment
(Piper, 2012). The areas effectiveness can really be determined when social interaction involved with one another.
Children needs to be able to have interaction with their peers when it comes to language development.

13. Language Rich-Environment
Wanda Gibson- Language Acquisition e-portfolio
In order to make the environment and language development prosperous, everyone’s input is
necessary when it comes to conversation because it is the key factor to language rich
environment. Conversation helps the children become productive with grammar and their
vocabulary (Justice, 2004). The way this can become a better understanding to you, I have
attached an example of my concept to a language rich environment I created below.

14. Literacy Lesson Plan
Wanda Gibson- Language Acquisition e-portfolio
Planning a literacy lesson take a lot of researching and thought put into the lesson plan
before it get introduce to the class. It is a valuable tool to have in the classroom when
preparing the children to learning. A literacy plan must have goals, what will be
covered, materials that will be use, introduction , lesson development, practice activities
for understanding, closing and personal reflection. I have attached an example of the
lesson plan to see what it look like if it had to be done in real life.
https://d.docs.live.net/4a5b0e1e6c14bc12/Literacy%20Lesson%20Plan-315.docx

15. Professional Role and Support for Children
Language Acquisition
Wanda Gibson- Language Acquisition e-portfolio
As a professional role these are some of the things I will focus on to support children’s language acquisition.
Always keep language-rich environment
Use plenty of interaction and communication with the parents and children in the classroom.
Always look for new opportunity to keep up on children education with seminars and conferences meeting.
Always look for new way to teach children using educational programs to satisfy the classroom
Find ways to keep children interest and motivated to learning
Use program or lesson plan to make learning easier and less stressful.
Give children plenty of activities of interest material with fun to learning.

16. Stages of Language Development Analysis
Wanda Gibson- Language Acquisition e-portfolio
There are many stages when it comes to language development. The one that interest me the most is the three years
old stage because the child brain is ready to take in more information to learning. Children this age can speak more
than five hundred words and answer question. They are able to hold a conversation and interact with
parents, grandparent and other people and children. The more communication and interaction given to the child, the
more he or she is capable to learning. I observed this in my grandson and with other children as well as the video
from my text book discussion. This is my observation that I learned from my classroom discussion with the given
attachment.
https://d.docs.live.net/4a5b0e1e6c14bc12/Language%20Interactions%20Experience%20Discussion-315.docx

17. References
Wanda Gibson- Language Acquisition e-portifilo
David K. Dickinson, Linda Caswell (2007). Early Childhood Research Quarterly, Volume 22, Issue 2, 2nd Quarter
2007, Pages 243-260
French, L (2004) Science as the center of a coherent, integrated early childhood curriculum Original Research Article
Early Childhood Research Quarterly, Volume 19, Issue 1, 1st Quarter 2004, Pages 138-149
Justice, L.M. (2004) Creating Language-rich preschool classroom environments. Justice, L.M. (2004). Creating
language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.
201302091353011684279681

18. References
Wanda Gibson- Language Acquisition e-portfolio
Mark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language
Teaching, 31, pp 57-71. doi:10.1017/S0261444800012970.
Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint
Education
Wasik, Barbara A.; Bond, Mary Alice; Hindman, Annemarie (2006.) The effects of a language and literacy
intervention on Head Start children and teachers. Journal of Educational Psychology, Vol 98(1), Feb 2006, 63-74.
doi: 10.1037/0022-0663.98.1.63