Why Oracy Must Be in the Curriculum (and Group Work in the Classroom)
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| Title: | Why Oracy Must Be in the Curriculum (and Group Work in the Classroom) |
|---|---|
| Language: | English |
| Authors: | Mercer, Neil |
| Source: | FORUM: for promoting 3-19 comprehensive education. 2015 57(1):67-74. |
| Availability: | Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/forum |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Evaluative Opinion Papers |
| Descriptors: | 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 |
| Geographic Terms: | United Kingdom |
| DOI: | 10.15730/forum.2015.57.1.67 |
| ISSN: | 0963-8253 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2015 |
| Accession Number: | EJ1051325 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0963-8253 |
| DOI: | 10.15730/forum.2015.57.1.67 |
