We know that the explicit teaching of unfamiliar words that students will encounter in written text is important. But what about the language that is used by teachers throughout the school day? What implicit learning opportunities are constrained or afforded through the model of the language that a teacher uses while teaching, and what are the impacts on student learning?
The importance of indirect or incidental language experiences in a classroom is emphasized in this study. And this and other research reviewed in the paper suggests that enriching linguistic environments are particularly beneficial for young readers or those who struggle with reading.
We’ve explored previously the importance not simply of “rich language” use (what does that even mean?) but of exposure to and use of a very particular kind of language: decontextualized language.This is the language of narrative, of conversational turn-taking and discussion around ideas and things, the more abstract language of written text. The content, form, and use of such language takes us beyond that of the immediate moment, beyond our own already delimited feelings and experiences, and into a realm of interpersonal and cultural thought, knowledge, and perspectives.
We can engage our children with this decontextualized language even before they leave the womb. They hear us tell stories and sing and begin to attune to our rhythms. Then when we can hold them in our arms, in our wraps, in our laps, we respond encouragingly to their babbling to tell them about the world, and we read picture books to them, showing them beautiful artwork that brings words alive. In classrooms, we read to our children with greater intention and a systematic approach, teaching them ideas and words before, during and after our carefully chosen texts, we instruct them in how to write what they can see or hear, and kids begin to automate the regular and irregular algorithms that sort letter-sounds and concepts into words.
Indirect or incidental language experiences can provide students with exposure to and use of new vocabulary and grammatical structures. When teachers use a variety of forms of language in their speech, they can provide students with opportunities to hear and learn new kinds of language, new kinds of ideas, and new kinds of feelings and viewpoints. Teacher talk can provide students with models in how to use these different types of language. When teachers use clear and concise language, they show students how to communicate more precisely and efficiently. When teachers give students opportunities to respond to questions or to participate in discussions around shared texts, topics, and themes, they provide students with opportunities to practice using that language to demonstrate and deepen their understanding of that new knowledge.