Cultivating year 9 English as a Foreign Language oracy skills in a Norwegian classroom

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Vatne, Elisabeth
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Educational Level
ISCED Level 2 Lower secondary education
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Geographical Setting
Background and purpose: We were becoming more aware of the importance of designing and planning activities where pupils can practise their oracy skills. Teachers have to give pupils the opportunities and the time to practise their oracy skills in the classroom, and we wanted to explore different tools to support this.

Aims: We chose to look at how different tools, such as sentence starters, talking points, roles and café dialogue, can help pupils to participate in group and plenary conversations in English.

Study design or methodology: We conducted three research lessons in one year 9 class.

Findings: We found that these tools helped to increase the number of pupils who participated in the conversations in English. The interviews and questionnaires we conducted confirmed our observations: the pupils found most of the tools helpful, especially the talking points, roles and café dialogue.

Conclusions, originality, value and implications: This research underscores the importance of considering the way that pupils communicate in the classroom and of giving them the tools they need in order to include everyone. All pupils seemed to benefit from the tools that we provided, but in different ways and to varying extents.
Keywords (free text)
oracy , english as a foreign language , oracy tools , classroom conversations
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