ABSTRACT
Different theories of language acquisition indicate that spoken language is social, cultural and communicative and that children bring with them considerable implicit knowledge about language when they come to school. There are debates about how socio-economic factors influence children’s spoken language: some describe deficits in children’s language while others identify the language assets children bring from home language experience. It is important that teachers know as much as possible about children’s language resources drawn from home, particularly bilingual children’s funds of knowledge. The teacher’s role is crucial in planning for effective development of spoken language and for the range of functions, audiences, purposes and contexts for spoken language. Part of this provision is to establish a supportive classroom environment for spoken language in the. In addition, catering for diversity and inclusion are essential element in planning for a full spoken language curriculum.
