Q: What is the level of student involvement that you allow in the language acquisition process?
A: I will allow students the ability to raise their hands, answer questions and participate in discussions. Even if they often get the questions wrong, I believe that allowing them to attempt the answers in the first place is important for their development and self-esteem.
Q: How do you cater to what children already know about words?
A: I often spend the first few days of every class surveying the knowledge that children already have about words. It does not take long to find out the particular strengths and weaknesses of students. It is my job to learn about those deficiencies and work on them.
Q: How do you handle the jump from morphology to grammar in your class?
A: I spend a significant amount of time focusing on words in particular. I want my students to be able to say the words right before they even begin to make sentences. When it is clear that they know the words in a sentence, I will instruct them on how to put the sentences together.
Q: Do you ever touch on syntax much in your classes?
A: I may discuss syntax to a certain degree for those particularly eager to learn. However, I do not make it a concrete requirement in any of my classes. That is more of a job for more developed classes and ones which do not teach children in all ages of preschool.
Q: What do you think the role of preschool in language acquisition is?
A: The role of preschool in language acquisition is to give a basic foundation upon which children can learn the more practical skills of language development, i.e. what they learn in kindergarten and grade school.
I believe that the developmental stage which I would focus on most heavily is the stage of morphology. This stage is the most important and necessary for my intervention because it is the stage where the building blocks of language are found. While I understand the importance...