1.0 Introduction Over the years, research has been conducted on children's oral language development and literacy skills through the creation of narratives (Curenton, Craig, and Flanigan, 2008; Fitzhugh, 2010). According to Milosky (1987), children's literacy development can be predicted through the use of decontextualized oral language skills (DOLS), in which the listener is unfamiliar with the information provided by the speaker. This requires children to use literate linguistic features, to “increase explicitness and reduce ambiguity” during decontextualized speech (Curenton & Justice, 2004). This project aims to investigate a child's ability to use DOL and how the home and language environment can influence language development. . Through this research, student teachers will acquire basic skills in data collection and analysis. It also aims to provide student teachers with experiential learning in applying the theories learned in discussing our findings. 2.0 Participant The participant is a six year and one month old Singaporean boy of Chinese origin. He lives with his mother and father and has two brothers aged eleven and four. English is his dominant native language with occasional use of Mandarin. He is currently in kindergarten two. He has an introverted personality and is slow to adjust to unfamiliar faces. 2.1 Data collection and analysis Two data collection methods were used: parent interview and two oral elicitation tasks. A mobile phone was used to record the child's narrative production and the conversation with the parent. We played with toys and interacted with him for thirty minutes. After that, we proceeded with the homework. Elicitation tasks (favorite story and image narration) For the child's favorite point...... middle of the sheet...... comparison and description. Summary of Language Characteristics Overall, the types of themes used were consistent across both narratives. The topical themes of later clauses were not always tied to the themes or oars of earlier clauses, making subsequent events difficult to predict. He was able to use conjunctions to connect events in a systematic order and use references to highlight characters, objects and events. He was able to construct noun phrases, verb phrases, and prepositional phrases to make his narratives more elaborate. The extensive use of adverbials demonstrates his ability to link sentences and explain how, when, where and why actions took place. He was able to use topical words to express meaning. Although he has some knowledge of past tense verbs, he has yet to grasp the concept of irregular verbs.