Extensive research confirms that oral language development in the early years contributes to literacy development. According to Hart and Risely (2003), deliberate parental action to develop child language and opportunities for children to engage in conversation were key. It is within this context that the communicative situations of three low-income urban families were examined. Through key informant interviews conducted, the research focused on identifying the opportunities and gaps for developing language learning at home; and the implications these have on developing an oral language program for five-year-old children. Findings revealed that communicative situations were initiated through intrinsic (child-initiated) and extrinsic (initiated by others, household chores) means. Conversations revolved around the child’s life experiences, family engagements, and educational activities with children interacting primarily with immediate family members, relatives, and neighbors. Based on Halliday’s seven functions of language, those that were most evident were the personal, interactional, instrumental, and heuristic. Implications for the oral language development program include the need for articulation of receptive skills and utilization of unique communicative situations in determining relevant and appropriate learning content, teaching/learning approaches, and assessment methods. A clear articulation of the skills, opportunities, strategies, and materials can contribute to a more intentional approach to oral language development.
This presentation was made during Sipat Edukasyon 2022 held on 21 November 2022. Sipat Edukasyon is the annual research dissemination forum of the Education Research Program of the University of the Philippines Center for Integrative and Development Studies (UP CIDS). It aims to share ERP’s research output with various stakeholders and to generate discussions to encourage future studies.