Language Rich Environment

Children learn best in an environment that is explicitly designed to enhance their creativity and provide them with optimum development opportunities. This means children can learn language given the right instructions, practice, and an encouraging instructional setting. In light of this, it is important for instructors to foster an environment that encourages language acquisition in their instructional setting.

Text Box: ShelvesBevel: ComputersText Box: Door
The Floor Plan

Computer Corner

The computer corner has four computers placed next to each other and is to be used by four children at a time. The area supports language development by allowing children to play an interactive reading game. According to Rotatori and Obiakor (2016), computer play encourages longer and complex speech development. Children can easily narrate what they do as they draw pictures or play with objects on the screen. When children interact using computers, they engage in high levels of spoken language and cooperation. It also enhances turn-taking and peer collaboration essential for language development. In the computer corner area, the teacher oversees the children as the work on the computers and guides them on using the software when necessary. The effectiveness of this area can be assessed by increasing the level of difficulty when using the software and track children improvement.

Collaborative Work Table

The collaborative worktable is a rectangular shaped table with chairs set up at the back of the classroom. The area is set to foster language development by providing an area for small-group interaction, where children can work on specific assignments such as art and crafts. Children will be required to have colored papers and pens and other craft supplies and draw words or phrases as directed by the teacher. The teacher’s role will be to direct children on the activities they are expected to engage in and offer support when needed. The effectiveness will be assessed by the ability of the children to draw without assistance from the teacher.

Reading Corner

The reading corner is the central point in the entire instructional setting. As Cohen and Cowen (2007) further note, the area provides space for quiet reading and writing, read aloud, and shared reading. It should be inviting with comfortable chairs and desks where children will sit comfortably and learn. This area is significant in language development because it will allow children to read books and retell stories to the whole classroom as a way of developing language fluency. The easel will be used to display enlarged text for the children with hearing problems. The role of the teacher will be to facilitate reading, design learning activities for the children, and assess achievement of learning goals. The effectiveness of this area will be based on the progress of the children in their reading ability.

Virtually, the instructional setting should be a place of productive learning, where learners are given the opportunity to develop their language and cognitive abilities. The area should be designed in a way that supports students learning and ensures progress in the development of literacy levels.


Cohen, V. L., & Cowen, J. E. (2007). Literacy for children in an information age: Teaching reading, writing, and thinking. Australia: Thompson/ Wadsworth.

Rotatori, A. F., & Obiakor, F. E. (2016). Critical issues in preparing effective early childhood special education teachers for the 21st century classroom: Interdisciplinary perspectives. Charlotte, NC : Information Age Publishing, Inc.

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