ABSTRACT
Theories of language acquisition indicate that spoken language is social, cultural and communicative and that children bring considerable implicit knowledge about language from home when they come to school. Therefore, teachers need to know as much as possible about children’s use of language at home, particularly bilingual children, who often have a repertoire of language resources for different purposes. Teachers’ planning is crucial in the development of spoken language for a range of functions, audiences, purposes and contexts. This requires a supportive and inclusive classroom environment for all children. Catering for diversity and inclusion are essential elements in planning a comprehensive curriculum for spoken language.
