What is an effective approach for teachers to encourage oral language use among students with language delays?

Setting up regular small group activities is an effective approach for encouraging oral language use among students with language delays because it creates a supportive environment that fosters interaction and communication. In small groups, children are more likely to engage in conversations and practice their speaking skills in a less intimidating setting compared to a whole-class scenario. This approach allows for personalized attention from the teacher as well as peer interaction, which can significantly enhance students’ confidence and provide them opportunities to express themselves verbally.

In small groups, students can collaborate, share ideas, and participate in discussions, all of which are essential for developing oral language skills. The cooperative nature of small group work encourages turn-taking, listening skills, and appropriate response behaviors, promoting richer vocabulary use and language development.

While independent work may allow students to focus on tasks, it does not provide the same opportunities for verbal interaction that small group activities do. Limiting interactions to structured lessons can constrain the spontaneity and creativity often necessary for language development. Utilizing technology to communicate may serve as a supplemental tool, but it cannot replace the dynamic, interpersonal interactions that occur naturally during face-to-face small group activities essential for building oral language skills.