Shifting from the Teaching of Oral Skills to the Development of Oracy

Walqui, Aída

doi:10.1002/9781119421702.ch12

Cited by 4 publications

(7 citation statements)

References 23 publications

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“…Drama-based approaches have been clearly connected to progressions in student literacy [1,[45][46][47][48][49][50]. Drama also effectively recruits the body as an alternate mode of communication and its pedagogical strategies have great usefulness for additional language learners [1,5,51].…”

Section: Drama As Embodied Literacy Pedagogymentioning

confidence: 99%

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Beaumont

2022

Education Sciences

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Literacy pedagogy that integrates oracy, poetry and embodiment can foster children’s language development in multiple ways: (1) oracy is foundational to children’s emergent literacy as writing extends from oral language, (2) poetry uses rhythm and rhyme to support letter-recognition and the learning of phonemes and morphemes, (3) embodiment and roleplay provide semiotic support and opportunities for expressive and receptive communication. This article shares findings from a phenomenological case study investigating how literacy pedagogy that integrated oracy, poetry and embodiment impacted three additional language students aged 6. A series of weekly literacy classes in a school in Sydney’s multicultural western region were observed and recorded on video. This instrument was able to capture ‘micro-moments’ of learning between peers, depicting how physicalisation and the use of rhythm and rhyme effectively engaged students whose first language was not used in the classroom. Using a hermeneutic phenomenological approach to data analysis, case study findings revealed that embodied explorations of poetry immersed participants socially and imaginatively whilst pushing them beyond their additional language comfort zone. The pedagogy was also shown to increase comprehension and support the acquisition of new vocabulary.

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Section: Drama As Embodied Literacy Pedagogymentioning

confidence: 99%

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Beaumont

2022

Education Sciences

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“…To develop conceptual understanding, targeted scaffolding in disciplinary discourse should include explicit discourse strategies to understand one another while working toward a particular goal (e.g., test materials, construct an efficient design) (Tang, 2021). By definition, scaffolding in interaction “mediates learning, supporting, and promoting it” (Walqui, 2019, p. 188). In other words, effective scaffolds do not take away from content learning; they amplify learning by promoting learner agency and control of actions (Walqui & van Lier, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In other words, effective scaffolds do not take away from content learning; they amplify learning by promoting learner agency and control of actions (Walqui & van Lier, 2010). In addition, bridging—connecting students personally to the theme (Walqui, 2019)—was achieved with the cultural adaptations to the engineering challenges to stimulate interest and engagement. Thus, language scaffolds targeting disciplinary discourse (including structural and process routines) and cultural accommodations were integrated to ensure productive engagement of ELs' in SE instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Nevertheless, for students to develop a positive identity in academic areas, including engineering, a focus on social interaction during academic work is needed. Such activity affords students opportunities to produce and practice disciplinary literacy (Aguirre‐Muñoz et al, 2020; Mercer, 2000, 2008; Walqui, 2019; Zwiers & Crawford, 2011). We maintain this practice is essential for enabling ELs' contributions to the production of knowledge during collaborative disciplinary literacy activity that, in turn, promotes a positive engineering identity.…”

Section: Literature Reviewmentioning

confidence: 99%

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Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Aguirre-Muñoz

Pantoya

Pando

et al. 2021

J of Engineering Edu

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Background Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes.

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“…These findings are consistent with those from several studies that have analyzed dialogic teaching and learning in science and mathematics, in primary and secondary education (Ruthven et al, 2017), or in English as a Foreign Language (Zubiri-Esnaola et al, 2020). Particularly, dialogic interactions are of outmost importance in Second Language Acquisition (SLA) for promoting oral exchanges (Walqui, 2019) that contribute to improve fluency and accuracy (McDonough & Sato, 2019). However, it is still not common to offer students interaction opportunities during L2 learning, which limits the development of their oral skills.…”

Section: Introductionmentioning

confidence: 99%

The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings

et al. 2022

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The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed.

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Shifting from the Teaching of Oral Skills to the Development of Oracy

Cited by 4 publications

References 23 publications

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings

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