We'll begin with a definition.
'Oracy is the ability to express oneself in speech and appropriately to setting.
Fluent expression is the product of knowledge, experience, positive self esteem and a supportive learning environment' (Campbell &Green, 2006).
Speaking and talking are used for a variety of purposes, for interacting with others, for making connections between key ideas, for expressing ideas and experiences about our world and for constructing coherent texts (Burdekin, 2012). Because speech is used in so many different ways, it is important that students are given the skills to use speech appropriately. Children learn to speak before they learn to read or write; oracy skills are developed first, however as children learn to read and write, their reading, writing and oracy skills develop hand in hand.Campbell and Green (2006) state that learners must be effective communicators and thinkers before they can become effective readers and writers.
As students develop an understand of the language spoken around them, they begin to test words, and language rules, they develop an understanding of symbols used and they develop an understanding of the social and cultural conventions of their language (Saracho & Spodek, 2007). Language becomes a tool for children to express, convey, mediate and manage actions, emotions and knowledge. Their language is inextricably connected to their local, social, emotional and cognitive experiences, which requires them to use thinking skills (Saracho & Spodek, 2007). As children learn these skills through speaking and listening, they can then begin to apply them to reading and writing, while further developing their oracy skills.
Debate has raged since research into oracy and language acquisition research began. Psychologists and theorists have pondered as to how language is developed. Is language inbuilt, or is it a learned skill? Many teachers and modern theorists are of the opinion that it is a combination of both. As children grow and develop, they acquire language skills from those around them, they develop the basic understandings of their cultural language (Campbell and Green, 2006).
However, the language skills that students acquire and develop before they begin school, are just the foundations of language development. As students progress through school, they learn skills associated with language, pronunciation, questioning and communication.
In built skills, language acquired through social and cultural means and oracy skills developed through educational settings develop hand in hand. It is important for teachers to acknowledge and respect this.
When teaching oracy skills, students and teachers face a number of barriers. These include epistemological trouble, organisational, reasoning and pedagogical trouble, relational trouble and stylistic trouble. Campbell and Green (2006), in their chapter 'Oracy: The cornerstone of effective teaching and learning' provide a detailed description of each of these troubles.
These barriers are not the end of oracy learning for students. These barriers can be over come through skillful teaching. Simple things such as making sure teacher talk is clear and explicit, ensuring that student's contributions are managed with consistency, offering choice, open ended tasks, modelling and scaffolding questioning and reflecting on thinking and learning regularly can help assist students with their oracy skills and development.
Developing good language practices in the classroom does not happen 'over night'. However, meaningful discussions about topics that interest students, appropriate 'teacher talk' and appropriate 'student talk' will go a long way in ensuring that your classroom is one where oracy and speech skills blossom.
Most importantly, talk must be encouraged: a quiet classroom is not necessarily always a good classroom. When talk is encouraged and supported through a positive environment, where students feel safe and encouraged to take risks and engage through speech, will be a classroom where students stretch their learning, take risks and further their learning.
The following are links which I particularly liked focusing on oracy:
O is for Oracy
Teaching oracy and literacy skills to EAL learners
Oracy Australia
Developing Oracy Skills
As students develop an understand of the language spoken around them, they begin to test words, and language rules, they develop an understanding of symbols used and they develop an understanding of the social and cultural conventions of their language (Saracho & Spodek, 2007). Language becomes a tool for children to express, convey, mediate and manage actions, emotions and knowledge. Their language is inextricably connected to their local, social, emotional and cognitive experiences, which requires them to use thinking skills (Saracho & Spodek, 2007). As children learn these skills through speaking and listening, they can then begin to apply them to reading and writing, while further developing their oracy skills.
Debate has raged since research into oracy and language acquisition research began. Psychologists and theorists have pondered as to how language is developed. Is language inbuilt, or is it a learned skill? Many teachers and modern theorists are of the opinion that it is a combination of both. As children grow and develop, they acquire language skills from those around them, they develop the basic understandings of their cultural language (Campbell and Green, 2006).
However, the language skills that students acquire and develop before they begin school, are just the foundations of language development. As students progress through school, they learn skills associated with language, pronunciation, questioning and communication.
In built skills, language acquired through social and cultural means and oracy skills developed through educational settings develop hand in hand. It is important for teachers to acknowledge and respect this.
When teaching oracy skills, students and teachers face a number of barriers. These include epistemological trouble, organisational, reasoning and pedagogical trouble, relational trouble and stylistic trouble. Campbell and Green (2006), in their chapter 'Oracy: The cornerstone of effective teaching and learning' provide a detailed description of each of these troubles.
These barriers are not the end of oracy learning for students. These barriers can be over come through skillful teaching. Simple things such as making sure teacher talk is clear and explicit, ensuring that student's contributions are managed with consistency, offering choice, open ended tasks, modelling and scaffolding questioning and reflecting on thinking and learning regularly can help assist students with their oracy skills and development.
Developing good language practices in the classroom does not happen 'over night'. However, meaningful discussions about topics that interest students, appropriate 'teacher talk' and appropriate 'student talk' will go a long way in ensuring that your classroom is one where oracy and speech skills blossom.
Most importantly, talk must be encouraged: a quiet classroom is not necessarily always a good classroom. When talk is encouraged and supported through a positive environment, where students feel safe and encouraged to take risks and engage through speech, will be a classroom where students stretch their learning, take risks and further their learning.
The following are links which I particularly liked focusing on oracy:
O is for Oracy
Teaching oracy and literacy skills to EAL learners
Oracy Australia
Developing Oracy Skills
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