Oral Language Analysis - Australia Assignments

The assessment has two parts:
Part 1) Oral Language Analysis
a) Collect two oral language samples of a focus child, aged between two and five years.*
Sample 1: Focus child playing with another child.
Sample 2: An interaction between you and the focus child.
◦ Ensure you seek the permission of parents/carers and children.
◦ Record the conversation. If you are unable to record the sample then take detailed
written notes.
◦ Five to ten minutes of conversation is appropriate.
* If you are not currently working with children, an alternative approach to collecting a
language sample will be suggested on the site.
b) Transcribe a small section from each of the recorded samples into written form.
Each transcript should be no more than a page in length.
◦ Include the two transcripts in your assessment as an Appendix.
◦ The transcript should be true to what the child said, i.e., exact expression of words
and sentences.
◦ Do not make grammatical or language corrections when transcribing .
◦ Use line numbers to denote a change in speaker. This will assist when referring to
examples in your analysis.
◦ Use pseudonyms for the children to maintain confidentiality.
Each transcript should be set out as shown in the following example.
Note the details of the context for each sample using Halliday’s three key features that
influence a language register – the field, tenor and mode (as described by Fellowes & Oakley,
2020 in the prescribed textbook).

Field	Tenor	Mode
The content (subject matter) being discussed, e.g. flowers, animals	Participants within the interaction and their relationship to one another.	The form the communication took, i.e. information shared via a casual discussion.
Transcript
Line 1: Child’s name (e.g. Clara)	I want dat ball.
Line 2: Adult’s name (e.g. Mia)	Do you want the ball over there? (pointing)

Charles Sturt University Subject Outline
EML302 202330 B D
Version 1 – Published 13 February 2023
Charles Sturt University – TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 10 of 24

Line 3: Child’s name (e.g.
Clara)

Yes. I want de ball.

c) Write a report
This report will include background information on the focus child and the context, an
analysis of the focus child’s oral language development, a critique of adult participation in the
language exchange and a conclusion.
i. Background information on the focus child and the context (Approx. 200 words)
Begin the report with some background information regarding your focus child (age, language
spoken at home etc.). The information will be relevant to this child’s oral language
development. Include a brief context for each of the language samples included in this
assessment
ii. Analysis of the focus child’s oral language development and critique of adult
participation (Approx. 1200 words)
Analyse the child’s language development using the transcripts. Your analysis will include:
◦ Developmental milestones and the components of spoken language with reference to
the focus child.
◦ Functions for which the child is using language (as proposed by either Halliday or
Tough) and the concept of a language register by comparing the language used within
each conversational context.
◦ Identify specific techniques used by the adult that may have enabled or constrained
the child’s use of language.
In your analysis you must refer to elements of your transcript to provide examples and make
clear links to readings.
iii. Conclusion (Approx. 200 words)
Conclude your report with a discussion on the importance of early childhood educator- family
partnerships in relation to children’s oral language development.
iv) Appendix (Maximum 2 pages not included in the word count)
Two language transcripts.
Part 2) Family Newsletter
d) Prepare a Family Newsletter (150-200 words maximum)
◦ Design an A4 sized single page newsletter for families about promoting children’s
language development within the home environment.
◦ Include practical tips and ideas and some simple reading for families to follow up.
◦ The newsletter will be aesthetically pleasing with graphics and pictures included.
Charles Sturt University Subject Outline
EML302 202330 B D
Version 1 – Published 13 February 2023
Charles Sturt University – TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 11 of 24
Remember to include a Reference List (using APA 7th Edition (https://cdn.csu.edu.au/__data/
assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-ReferencingSummary.pdf))
RATIONALE
This assessment task will assess the following learning outcome/s:
• be able to identify environments that enhance children’s language and literacy
development.
• be able to analyse and describe children’s oral language development.
• understand the key role adults can play in enhancing or impeding children’s language
and literacy development.
• understand and be able to explain teaching strategies which assist the development of
children’s talk, thinking and emergent literacy.
• demonstrate awareness of promoting children’s language and literacy through using a
range of play-based learning experiences (e.g. dramatic play, music and movement).
In completing this assignment you will apply knowledge gained from the set readings in a
practical situation. It provides you with opportunities to further develop an understanding
about several aspects of young children’s early language development.
Charles Sturt University Subject Outline
EML302 202330 B D
Version 1 – Published 13 February 2023
Charles Sturt University – TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 12 of 24
MARKING CRITERIA AND STANDARDS

Criterion	High Distinction	Distinction	Credit	Pass	Fail
Well structured and coherent report with a tertiary standard of writing and referencing. 5 marks	Report begins with an extremely well structured, engaging and succinct introduction. High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and referencing [APA 7th edition style].	Report begins with a well structured and clear introduction. High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and referencing [APA 7th style].	Report begins with a coherent and sound introduction. Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citation and referencing [APA 7th style] with few errors.	The report begins with a generally clear introduction. Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and referencing [APA 7th style] with few errors.	The report is not introduced adequately or introduction is not clear. Significant number of spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation. Inadequate [APA 7th style] citation and referencing.
Eﬀectively articulates knowledge of oral language development and demonstrates ability to make critical connections between the	Report demonstrates a well formulated and extremely thorough analysis that: reflects a deep understanding of all key concepts and explicit metalanguage of the subject, and includes explicit,	Report demonstrates a well formulated and comprehensive analysis that: reflects a thorough understanding of all key concepts and explicit metalanguage of the subject, and includes explicit, perceptive, integrated	Report demonstrates a generally well formulated and sound analysis that: reflects a sound understanding of most key concepts and explicit metalanguage of the subject, and includes some explicit,	Report demonstrates an adequately formulated and basic analysis that: reflects a developing understanding of most key concepts and explicit metalanguage of the subject, and	Report does not demonstrate an adequately formulated or basic analysis or, does not reflect a developing understanding of key concepts and/ or explicit

transcriptions and subject content. 30 marks	insightful, well integrated, perceptive and well substantiated connections between examples from language samples and relevant literature.	and generally well substantiated connections between examples from language samples and relevant literature	perceptive and well substantiated connections between examples from language samples and relevant literature.	includes some well integrated and substantiated connections between examples from language samples and relevant literature.	metalanguage of the subject or, includes tenuous connections between examples from language samples and relevant literature.
Demonstrates knowledge and understanding of environments that support children’s language acquisition through a discussion regarding partnerships with families and throughout the newsletter. 15 marks	A well synthesised and articulated discussion, demonstrating exceptional knowledge and understanding of supporting children’s language acquisition through partnerships with parents. A well designed, highly engaging, creative and informative newsletter demonstrating exceptional knowledge of how the home environment can encourage children’s oral language development.	A thorough and generally well articulated discussion, demonstrating comprehensive knowledge and understanding of supporting children’s language acquisition through partnerships with parents. A well designed, creative and informative newsletter demonstrating a thorough knowledge of how the home environment can encourage children’s oral language development.	A generally well articulated discussion, demonstrating a sound knowledge and understanding of supporting children’s language acquisition through partnerships with parents. A generally well designed and informative newsletter demonstrating a sound knowledge of how the home environment can encourage children’s oral language development.	A generally well articulated discussion, demonstrating a basic knowledge and understanding of supporting children’s language acquisition through partnerships with parents. An informative newsletter demonstrating basic knowledge of how the home environment can encourage children’s oral language development.	An unsatisfactory discussion showing limited knowledge and understanding of supporting children’s language acquisition through partnerships with parents. An inadequate newsletter demonstrating limited knowledge of how the home environment can encourage children’s oral language development.