Second Language Oracy Development for Young Learners
Listening, Speaking and Thinking
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Beschreibung
This edited volume addresses the development of young language learners’ oracy which strengthens their abilities to speak and listen and use spoken language to deepen thinking and engagement with their world. It offers theoretical and pedagogical perspectives on oracy development and proposes ideas for teaching listening, speaking and thinking in contexts. The book consists of four parts: (1) Research and pedagogical overviews, (2) Classroom practices for the teaching of oracy, (3) Technology for the teaching of oracy, and (4) Developing thinking through oracy. Collectively, the authors address the teaching and learning of oracy in classroom settings as well as teacher-scaffolded informal learning beyond the classroom. With concise chapters written by international scholars and practitioners, this book is a valuable reference for teacher educators, teachers, graduate students and language education researchers interested in oracy. It is both empirically- and practice- driven, informed by theories of oracy development and the authors’ own research and teaching experience. Although the discussions are mainly based on the teaching and learning of English, language educators and researchers of other languages may also find the theoretical and pedagogical perspectives in the book relevant. With its diverse global perspectives on developing oracy, this edited volume will contribute to current understanding of language development of young learners in a variety of second / foreign language and bilingual education contexts.
This edited volume addresses the development of young language learners’ oracy which strengthens their abilities to speak and listen and use spoken language to deepen thinking and engagement with their world. It offers theoretical and pedagogical perspectives on oracy development and proposes ideas for teaching listening, speaking and thinking in contexts. The book consists of four parts: (1) Research and pedagogical overviews, (2) Classroom practices for the teaching of oracy, (3) Technology for the teaching of oracy, and (4) Developing thinking through oracy. Collectively, the authors address the teaching and learning of oracy in classroom settings as well as teacher-scaffolded informal learning beyond the classroom. With concise chapters written by international scholars and practitioners, this book is a valuable reference for teacher educators, teachers, graduate students and language education researchers interested in oracy. It is both empirically- and practice- driven, informed by theories of oracy development and the authors’ own research and teaching experience. Although the discussions are mainly based on the teaching and learning of English, language educators and researchers of other languages may also find the theoretical and pedagogical perspectives in the book relevant. With its diverse global perspectives on developing oracy, this edited volume will contribute to current understanding of language development of young learners in a variety of second / foreign language and bilingual education contexts.
Focuses on oracy and the teaching of speaking, listening and thinking to young language learners Showcases classroom practices to hone listening, speaking and thinking skills and enhance self-directedness in learning Investigates the role of metacognition in the development of oracy skills and activities to develop young learners
Autor*in
Christine C. M. Goh
Themen in »Second Language Oracy Development for Young Learners«
second language learners oracy listening speaking thinking metacognition young learners teaching English to young learners (TEYL) English language teaching (ELT) teaching English to speakers of other languages (TESOL)