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As you advance in your studies, you will continue to build your knowledge base in hopes of reaching your professional goals.  This assignment is a culmination of the learning gained throughout this course, with hopes for you to build upon this as you grow in your academic journey.  As a professional, you will want to showcase the knowledge you have gained, as well as demonstrate who you are as a unique, reflective practitioner entering the professional world.  This project will allow you to develop a language-focused component that you would be able to add to your personal ePortfolio for future professional use.  An ePortfolio is an organized collection of your work that is able to be accessed electronically.  An ePortfolio may contain examples of some of your best work that you are able to share with others electronically, including potential employers.  As you complete more courses, you are able to add more to your ePortfolio resulting in a reflective collection of who you are as an educator.  The goal is for you to be able to use this as you enter the professional world. You can learn more about the creation of an ePortfolio atVirtual Educators.


For the Final Project, you will organize a language acquisition section that could later be added to your professional ePortfolio.


Choose one of the following ePortfolio methods to showcase your language acquisition learning.

    • Power Point Presentation
    • Google ePortfolio: This is an actual working website that you can enable for others to view.

Summarize each of the following components, created earlier in the course and revised using the feedback received.  Be sure to explain the purpose of each.  For example, you can summarize why you included your design of a language-rich environment for children as it relates to the support of language acquisition. For each bullet, you must include your summary and the actual assignment.

  1. Guided Introduction (Week One)
  2. A summary of your beliefs regarding language acquisition 
  3. Language-Rich Environment (Week Two) 
  4. Stages of Language Development Analysis (Week Three)
  5. Literacy Lesson Plan (Week Four)
  6. Language Reflection (You will choose another project complete within this course that you feel is a valuable reflection of your learning.)
  7. A summary of how you will support children?s language acquisition in your professional role
  8. Language Resource File in APA format (Week Five)

Your ePortfolio should be creative, but also professional and demonstrate the knowledge you have obtained.  It is helpful to be thoughtful with your content and creative with your delivery.


Your Final Project should be submitted as one project.  The ePortfolio should address the material using college-level writing and critical thought.  In addition, it should include graphics, visuals, and media, as appropriate.  Contents should be designed to clearly and concisely address the material with research justification.  Your ePortfolio must be formatted according to APA style, including a title page and a reference page.  You must use a minimum of five resources in addition to the course text.  There is no length requirement for the ePortfolio so long as all of the required components have been included.


Running Head: FLOOR PLAN FOR LANGUAGE RICH ENVIRONMENT Language Rich Environment

 

Floor Plan

 

LuanaJohnson

 

ECE315: Language Development in Young Children

 

Instructor: Mar Navarro

 

11/17/2016 1 FLOOR PLAN FOR LANGUAGE RICH ENVIRONMENT 2 Floor plan for language rich environment

 

Introduction

 

The environment within the classroom should be set up in such a way that ensures deliberate

 

exposure of the children to verbal interactions and high quality verbal input. The major aspects

 

that should be focused upon during the design in regard to a language rich environment include:

 

adult responsiveness, deliberateness, high quality input, recurrence and exposure. The physical

 

construction and arrangement of a classroom acts as a huge determinant of the quantity and

 

quality of oral language among the children (Roskos & Neuman, 2002). It acts as a link between

 

the student and the teacher. According to Justice (2004), ?language rich classroom environment

 

emphasizes on children?s acquisition of language through their interactions with both peers and

 

adults.? For this reason, the physical environment especially the floor should be organized in

 

such a way that facilitates support among the children by their teachers thus enhancing diverse

 

language content.

 

Floor set up

 

The floor set up will depend on the ages of the children attending the classes. The rooms should

 

be well fitted with favorable furniture well organized to facilitate space for other activities such

 

bath in sinks and doorways. It should be organized in different layers each having a different

 

form from the other depending on the main activities being carried out. It should allow for

 

routine activities as well as play stations and interest centers such as library, dramatic play,

 

computer, fine motor, blocks and arts which provide a variety of play and learning opportunities.

 

The space should be clearly identified: such as through differentiating between the learning area

 

and the library with an open large space that allows all learning material to be available for the FLOOR PLAN FOR LANGUAGE RICH ENVIRONMENT 3 children. The floor should be organized in such a way that the materials have been organized

 

schematically and conceptually as this encourages problem solving and creativity among the

 

children. The class should allow for a ?functionally complex dramatic play setting in each

 

classroom.? Justice (2004). Teachers should constantly strive to generate a classroom where the children are exposed to high

 

quality language in different forms. They encourage the children to participate in such activities

 

as speaking, writing and reading. They encourage disabled children to develop their literacy

 

skills. They should ensure that they have effectively communicated with the students through

 

such ways as asking questions, labeling objects as well as generalizing new skills and concepts.

 

The teacher has the responsibility of ensuring that all the activities in regard to enhancing a

 

language rich environment have been achieved. The effectiveness of a language rich FLOOR PLAN FOR LANGUAGE RICH ENVIRONMENT 4 environment can be assessed under the consideration of the role of the teacher, classroom

 

material and its layout and design.

 

Conclusion

 

A rich environment acts as a means for building the most appropriate skills required for the

 

development of children abilities and in an intensive, intentional and purposeful way. Through

 

the utilization of such an environment that favors their productivity, children are more likely to

 

gain more literacy skills such as comprehension, phonics, vocabulary, phonemic awareness and

 

fluency. FLOOR PLAN FOR LANGUAGE RICH ENVIRONMENT 5 References

 

1. Roskos, K., & Neuman, S. B. (2002).Environment and its influences for early

 

literacy teaching and learning. In S. B.Neuman & D. K. Dickinson (Eds.),Handbook of early literacy research(pp.281-294). New York: The Guilford

 

Press.

 

2. Justice, L. M. (2004). Creating language-rich preschool classroom environments.

 

Teaching Exceptional Children, 37(2), 36.

 


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