What does oral language & literacy refer to?

Oral language & literacy relates to the ability to communicate, create, and express meaning using language symbol systems. These skills begin to develop from before birth – long before children start to talk, read, write, or spell. Literacy practices vary across cultures and children learn to communicate in ways that reflect their home, community, and wider society. Whānau, kaiako, siblings and other children all play a significant role in helping young children develop oral language and literacy. 

While Kōwhiti Whakapae presents concepts of oral language and literacy in four areas for simplicity, they are in reality interwoven and interdependent
 

Oral language plays a key role in children’s developing ability to express themselves, negotiate, contribute, create meaning, and learn with and alongside others. For many children, these abilities are being formed in more than one language. Responsive interactions within a play-based learning environment support children’s growing oral language. 

Within Kōwhiti Whakapae, the term ‘oral language’ refers to any method of communication a child uses as a first language or languages; this includes spoken languages including te reo Māori and home languages, New Zealand Sign Language, and the use of alternative and augmentative communication (AAC). It also encompasses expressions such as vocalisations, gestures, movement, and images. 
 

Literacy enables communication through symbol systems such as print, logos, and images. The term ‘emergent literacy’ refers to the knowledge, skills, and attitudes that children develop during their early years that lay the foundation for later reading, writing, spelling, and comprehension. Alongside oral language and vocabulary knowledge, emergent literacy includes the ability to hear and manipulate language sounds (phonological awareness), understand concepts of print, comprehend stories, and engage in mark-making and emergent writing. 

Through engaging in a wide range of texts, children develop an understanding of cultural and social literacy forms and how these are used for a range of functions within their home, early learning setting, community, and wider society. They become familiar with stories of their own and other cultures, as well as retelling and creating stories using a range of media. By exploring texts with others, children also learn to appreciate and critically examine the diverse perspectives represented through stories and other forms of literacy.
 

Children express feelings and ideas in many ways including language, vocalisations, gestures, movement, and images. Kōwhiti Whakapae works on the premise that kaiako respond authentically – adjusting teaching strategies, organising time, resources, and technologies – so that every child can communicate effectively and learn alongside their peers in ways and at a pace appropriate for them.

It is vital to understand the interconnections that exist between language, identity, and culture.

‘Ko te reo te mauri o te mana Māori. Ko te kupu te mauri o te reo Māori’.     
The language is the life force of the mana Māori. The word is the life force of the language. (Sir James Hēnare, 1985, Waitangi Tribunal).

This  whakatauākī highlights that language and literacy are about more than transmitting information. They express deep cultural values which in turn shape understanding of the world and convey our sense of self. It is therefore important that kaiako are responsive to children’s cultural ways of knowing and being (Te Whāriki, 2017).
 

Parents and whānau have the deepest understanding of their children, so partnering with them enables kaiako to better understand and respond to children's abilities and learning progress over time. The capabilities that kaiako strive to promote, as well as the ways these capabilities are implemented, should always align with the positive aspirations that whānau have for their children.

When children’s home language and literacies differ to those of the early learning setting, it is important for kaiako to value and support whānau in maintaining their home languages, while also intentionally supporting children’s language and literacy learning in the early learning setting.
 

In a supportive, learning-focused environment, most children will gain a range of oral language and literacy capabilities to communicate and make meaning of their worlds. If kaiako or whānau have concerns about children’s oral language and literacy learning progress, seeking additional support and guidance from centre leaders, and learning support services can be helpful. It is important that this is done collaboratively with whānau in a way that is mana enhancing.