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Oracy development in literacy-privileged learning environments: Too little, too late?
Citation
Goh, C. (2005, April). Oracy development in literacy-privileged learning environments: Too little, too late? [Paper presentation]. 40th RELC International Seminar on “New Dimensions in the Teaching of Oral Communication”, Singapore.
Abstract
In this paper, I discuss the development of oracy in learning environments that focus heavily on the teaching of reading and writing. Working from Wilkinson’s (1965) concept of oracy and extended contexts of oracy (e.g.
Barnes 1988, 1992; Haworth, 2001; Norman, 1992), I review the contribution of speaking and listening to language and cognitive development, and learning in schools. I will also discuss the implications of students’ oracy development for engagement with the world and wider communication. I consider the interrelatedness of oracy and literacy, and argue that these two sets of language abilities have mutually supportive roles in school students’ language learning and use. Drawing on a study recently completed, I show evidence of the continual privileging of reading and writing in English lessons in Singapore’s schools, often at the expense of the spoken language. I conclude by asserting the importance of developing oracy competence in English lessons and its relation to successful learning across the curriculum.
Date Issued
2005
Publisher
SEAMEO RELC