Hi Sue,
I was really interested in reading your
post on Oral language and would like to contribute to the discussion.
As
teachers, we all understand that oral language provides an essential foundation for building written language. Without a solid foundation the rest
becomes very shaky. Oral language
(Speaking and Listening) are still important aspects of the New Zealand
Curriculum but, as reading and writing have taken on greater importance for assessment and professional development, the essential role of oral
language learning may be getting overlooked. There
does seem to be a general expectation that children
will pick these things up by osmosis, or from ‘just in time’ learning within other learning areas. However ‘just in time’ learning can mean that some
children will have already become anxious about speaking
challenges due to a low skills set and this sets off the old ‘fixed mindset’ /‘self-fulfilling prophecy conundrum. (see diagram from Mihaly
Csikszentmihályi attached screenshot)
Children require a whole bucketful of well-nourished
speaking experiences if we want
them to become articulate speakers and writers. Some get this at home, many
others don’t, and this is where school must be vigilant in ensuring we bridge
the gap. Teachers around the Christchurch area have noted, possibly as an
effect of the earthquakes, that a whole cohort of children has entered school
with deficit in oral language, and they are already investigating ways to remedy this
and meet the new needs.
First up,
I think, it is essential for us to ensure the planned provision
of multiple and daily opportunities for children to
engage in rich spoken interactions. This can take place
through news groups, ‘expert’ talks to class mates, ‘seesaw’ conversations, hotseating, class and group discussions and debates throughout all year
groups. All of these startegies require
modelling and deliberate acts of teaching, to enable children to develop the skills of questioning, listening, building on other’s
ideas, expressing their own ideas and taking on
different conversational roles. I suggest teachers review the timetable and allocate a specific slot every day to
oral language skills, as well as ensuring opportunities are
planned within authentic contexts. I can already hear the
cries of “But, when?” But I say, isn’t it time for teachers need to reclaim
their timetables and control what is happening in their
learning spaces? If they truly believe in the importance
of oral language and a holistic curriculum then they will do this, secure in the knowledge that the benefits will be seen across the whole of the
school programme.
For the
development of other facets of oral language, such as pitch, pace,
pause, projection, control of breath etc. teachers can utilise
storytelling, poems and shared reading during literacy, (including storytheatre
and choral reading). A progressive, developmental focus on using voice
effectively will prepare children long before they face the huge challenge of
public speaking. Call and response, chanting, impromptu talks, reciting
favourite poems etc. can all be slotted in as refreshing transition activities.
The
technology available in classrooms is wonderful for recording talk – for
podcasts, videos or radio plays – giving children
multiple and safe opportunities to hear themselves
and refine their skills. For example, try sitting two articulate children down and recording their conversation as they tackle a maths problem,
then play this back to the class to listen to way they
shared their ideas and worked off eachother’s suggestions – don’t just
focus on the maths but on the way they talked about
it. I know many schools are using podcasts very effectively for sharing on
blogs but they can also be a wonderful oral language
teaching tool in the classroom.
As a
specialist writing/drama teacher, I am particularly interested in the
Talk4Writing programme being developed by Pie
Corbett in the UK. I’d love to talk with others around
the country who are already using storytelling to enhance their writing programmes, or are interested in developing the approach. I recently
attended a two-day workshop with Louise Coigley, from the
UK, who uses storytelling with children and young adults with
delayed language, and I was very excited by how she used
both chant and gesture to enhance understanding, interaction and confidence.
It is sad
to think that there are some children in our classrooms who do not engage in oral interactions beyond the cursory during their home life. Schools
need to ensure that they are providing plenty of planned
opportunities for them to extend their oral language capabilities. The ability
to partake in meaningful oral interactions will take our children much
further than being able to structure a piece of writing, and not only that – it
will enhance their ability to write that piece!
Heather McQuillan has been a
teacher, deputy principal and drama adviser, and is an
award-winning writer. She is
currently doing her MA in Creative Writing through
Massey
and is the Associate Director of the School for Young Writers in
Christchurch. She is also an aspiring Storyteller.
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