Why Oracy Must Be in the Curriculum (and Group Work in the Classroom)

Autor/in	Mercer, Neil
Titel	Why Oracy Must Be in the Curriculum (and Group Work in the Classroom)
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 57 (2015) 1, S.67-74 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.15730/forum.2015.57.1.67
Schlagwörter	Stellungnahme; Curriculum Development; Standard Spoken Usage; Language Acquisition; Language Skills; Group Discussion; Educational Practices; Research Needs; National Curriculum; Listening Skills; Speech Skills; Educational Needs; Educational Policy; Politics of Education; Educational Benefits; Oral Language; Rhetorical Invention; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gesprochene Sprache; Umgangssprache; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Gruppendiskussion; Bildungspraxis; Forschungsbedarf; Mündliche Leistung; Sprachfertigkeit; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Educational policy; Bildungsertrag; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Großbritannien
Abstract	In this article it is argued that the development of young people's skills in using spoken language should be given more time and attention in the school curriculum. The author discusses the importance of the effective use of spoken language in educational and work settings, considers what research has told us about the factors that make group discussions productive or otherwise and outlines the practical guidance that research can provide for teachers on such matters. On this basis, the author suggests that recent actions by the Westminster government to devalue "speaking and listening" in the National Curriculum are seriously misguided, as also are the polemical attacks on group-based activity in the classroom mounted by government supporters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01