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In order to inform the redesign of L1-oral language education in secondary schools, international literature was analyzed to deduce key elements, effective and practical ingredients, of good quality L1-oral language lessons. Thirteen articles were selected based on a systematic database search and analyzed with Van den Akker's curricular spiderweb (Thijs & Van den Akker, 2009). From the most frequently mentioned codes we could extract five, empirical based, key elements which support student oral language learning in the classroom: 1) a clear oral language skills framework with criteria; 2) the exploration of students' speaking potential by analysis and assessment of oracy skills; 3) self-, peer-and teacher-feedback on speaking; 4) observations of and discussions about videotaped speakers; and 5) regular practice with various speaking tasks. In addition, L1-oral language curriculum should give students the chance to develop their oral language competence throughout the school year because this helps them 1. to build on their speaking experiences and 2. to let their confidence grow when speaking in public.

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