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790- Big Ideas....
What I am finding as I research...is that people haven't done a lot of research on Oracy and it's direct effects on student achievement. A lot of the research is focused on preschool, bilingual or speech disorders. In the article, Making room for talk: Examining the historical implications of talk in learning by Gilles, C., & Kathryn, M. 2003 (p56-79) "Talk in classrooms-partner and small group exploratory talk-is more the norm, but we have a long way to go in developing widespread understanding of the role of talk in learning and in helping teachers support students' growth in using talk to learn. " Many of the research actually commented on the lack of research in this area. Tong, F., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O. O. (2008) found 3 crucial points concerning oral language and ELL's, 1. literature is dominated by reading outcomes, 2. a lack of research surround developing academic oral English and 3. more research is needed on how to improve on oral language instruction instruction specifically in bilingual programs. I am finding that most of the research focuses on reading or writing outcomes, rather than the importance of oral communication itself. As a teacher, I can see how assessing oral language would be subjective and time consuming, mostly on-on-one. We seem to jump quickly over the "talking" and get to the production of reading or writing. I am seeing this same trend in research. I am currently going through all of my articles and comparing their references to see if there are some trends. Diane August and Timonthy Shanahan's names pop up frequently, especially in the area of English language learners. Julie Dockrell is an expert on speech disorders and the effect on noise in a classroom. Grugeon, Hubbard, Smith & Dawes seem to lead research in England for focused academic talk. Refining and reading through the references is a major next step. |
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November 2016
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