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Language Development Interview

Talesha Binns
ECE/315
March, 2nd 2015
Instructor: Patricia Sutton

Language Development Interview

My Future Support for Language Acquisition in Children

In regards to wanting to become a successful daycare owner, I know that there will be
trials and tribulations when it comes to children. I want to be able to support not only children
but the children families as well. I feel that in order to become a successful daycare owner I will
have to answer some difficult questions that will determine if I am ready to work with children
and their parents.
Question 1
Interviewer: What techniques or strategies will I use to help support language
development in children?
Me: My answer to that question is there are many different strategies I could use to encourage a
childs language development in my classroom. Some of the things I can do would be include
many language and reading centers, and many activities that encourage language development.
From watching my girls grow from a infant to young girls I know that language development
happens through children when someone read to them a lot and then being exposed to and using
the language they have develop in various way to reinforce their learning. I think the main thing
I would do to support their language development would be to read to them constantly. I want
you to remember that I will also allow the children to have their own reading free time, where
they can choose to get on the classroom computers that have books that read and show pictures,
and they will have the chance to play with their peers while communicating and listening to each
other. I feel that giving children the opportunity to choose from various activities where they can
use their language skills or experiences they have about language with others.

Language Development Interview

Analysis: For this question, I feel that I have demonstrated an understanding of how classroom
environment and the different types of activities will support language development. I can also
do several different interventions will my students to determine their specific level of language. I
can have my class break up into two groups; I will have one group sitting in the reading area
working with our felt board so they can act out a story of their choice, while I am focusing on the
second group. The second group will be putting grouping words with the correct picture that
goes with the name card.
Question 2
Interviewer: How will you collaborate with parents to encourage them to support language
development in their children after giving a language assessment to the child?
Me: When I assess a child and determine that the child has a language delay, the first thing I
would do is contact the child the childs parent to set up a meeting to discuss what I observe from
the child. The reason for setting up the meeting would be to team with the parents so that we can
figure out what the problem may be and how we as a team can help the child progress their
language development. It is very important for me as the teacher to get as much information
about the parents everyday living to determine if the childs language delay is because he/she has
a different native language been taught in the home. Meaning that it is something very different
then what is being taught in school, or cultural differences. With that being said once I have
gathered all the necessary information, I will get with the parents and try to come up with an
action plan that both parents and myself agree to.
In some cases, this maybe the first time that languages delay has been identified in the
child. What I would do in this type of situation would be to conduct a Tier 1 intervention where I
would put together specific goals together that will take place over a certain period. What the tier

Language Development Interview

1 intervention will do for the child would consist of giving the child additional reading materials
and I would give the same instructions to the parents for them to do at home as well. Either at
this point, there will be progress made or not; if the child shows no progress then I will have to
move to the second phase of the intervention and that would be Tier II intervention.
Analysis: The answer I gave for this question shows that I demonstrated the importance of
meeting with the childs parents and how the data they can provide can make a big difference in
how you go about intervention (Piper, 2012). If a delay is identified it should be addressed
through intervention strategies, but it depends on the unique situation of the child as to what
intervention are used. From this, I know that as a teacher it is very important to document every
observation and assessments as well as communication with the parents so that everyone has the
same understanding and childs best interest at heart.
Question 3
Interviewer: How will you work to meet the language goals of all children in your classroom
individually?
Me: With me having two children of my own, I know that children learn at different paces. I also
know that have different weakness and strengths when it comes to language. Every child has
different needs and learns in different ways, and because of this, we have to give children the
opportunity to demonstrate their own ways of learning language in different ways. I like stated
earlier, I will divide my students into certain groups that will have specific learning experiences
already prep just for them. Lastly, I would make sure that have all the necessary resources aids,
and I will have trained staff to help with interventions and differentiation during the school day.
Analysis: My response here shows that I clearly understand the importance handling each child
individual needs accordingly. I know that each child will show signs of using different strategies

Language Development Interview

to become successful in their language development. I can make sure that each child response to
intervention will truly help them succeed by addressing the specific goals and needs every time.
Question 4

Interviewer: How will you determine if a child in your class has a language delay and/or speech
delay?
Me: Trying to figure out the difference between the two is something I know all too well. My
brother had to deal with a speech delay. We could barely understand anything he was saying. We
did the same thing as the textbook, took him to a therapist and they examine him and realize that
the membrane under his tongue need to be clip. Once we had that corrected, he speaks clear and
pronounces words better. Language delay refers to language that is developing in the normal
sequence but slower than expected and speech delay refers to a delay caused by developmental
problem with the speech mechanism- lungs, vocal cords, tongue, teeth, and lips (Piper, 2012).
That is how I can tell the two apart from my own experience.
Analysis: From this response, language and speech delay can become confusing when you do
not have a clear understanding of the two. My plans for my students are to have them looked at
by our school therapist to determine if they have any type of speech delay or language delay. If
the children show any signs of one or both I plan to get with parents to see about correcting the
problem before it causes more harm to their ability to learn.

Language Development Interview

Language Development Interview

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References

Piper, T. (2012). Making meaning, making sense: Childrens early language learning. San Diego,
CA: Bridgepoint Education.