Fostering Oral Language

Fostering Oral Language

1. Informal Speaking

   • Conversations
     • Benefits
       • Creates the background (schema) necessary to store new word meanings
       • Gives students opportunities: to increase vocabulary, and to crystallize their thoughts
       • Gives teachers opportunities: to show respect for students and their ideas to gain insight into students’ interests and likes/dislikes
   • Directed group discussions
     • Discussion: problem-solving by cooperative thinking
     • Exploration of an issue or topic
     • Consideration of a question from many angles, allowing everyone a voice
     • Principal means for developing conversational skills related to thinking patterns and interpersonal functioning
     • Inquiry Teaching
       • Learners are actively involved
       • Informative and interactive
       • Students learn from one another, not just from a teacher
   • Informal debates
     • Combine critical thinking with informal speaking
   • Discussions about text
     • Deepen appreciation for literature
     • Increase critical and evaluative thinking
     • Gain a deeper understanding of oneself and one’s world
     • Types
       • Lit Circles
       • Grand Conversations
       • Double-entry journals
       • Paideia seminar

2. Formal Speaking

   • Oral reports
     • Speak slowly and loudly enough for everyone to hear
     • Refer to note cards as prompts but don’t read them
     • Keep to main points
     • Weave in visuals
     • Make eye contact
     • Speak with expression
   • Interviews
     • Prepare a set of open-ended questions on note cards, one question per card
     • Make an appointment with the interviewee in advance
     • Learn about the person before the interview
     • Record the interview (with permission)
     • Thank the person with a written note
     • Share the results with the class
   • Oral histories
     • A blend of oral report and interview
     • A way to meet and exceed literacy and social studies standards
   • Panel discussions
     • Variation: CONPAR
   • Impromptu speeches
     • Develop a skill that will be used often in daily activities
     • Prepared and delivered without extensive planning
     • Require a certain amount of creativity and ability to think on one’s feet

3. Drama

   • Role Plays
     • Problem-solving conflict management
     • Role playing characters in literatures
     • Mock interviews of historical figures
   • Simulations
     • Students play out a concept so they can better understand the idea
   • Dramatic productions
     • Begin with simple one-act skits
     • Divide students into small groups and provide a plot
     • Don’t use prompters; encourage students to learn each other’s lines
     • Allow spontaneous paraphrasing of the script

4. Listening Instruction

   • Why Should Listening Be Taught?
     • stimulates language learning
     • maximizes learning
     • enhances reading, writing, and speaking abilities.
     • is a life-skill
     • Effective listening skills do not always develop naturally.
   • Teaching Guidelines for Listening Instruction
     • Always set a purpose for listening.
     • Give guided practice in categorizing, relating, and associating ideas.
     • Summarize periodically as you read to students.
     • Provide a structure for responding to a presentation.
     • Respond to content (orally or in writing) and invite students to add their own ideas.

5. Troubleshooting

   • Concerns
     • Dominating a conversation
     • Lack of verbal skills in English
     • Limited voice projection
     • Lack of participation