Teaching Oral Skills
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Transcript of Teaching Oral Skills
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Amia Kimoy Conrad-Christopher Amia Kimoy Conrad-Christopher
Oral Language Component May, 2016
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Amia Kimoy Conrad-Christopher
Oral Language Assessment• Interviews
o Teacher-conducted or guided with peer interactiono Student response to an interrogative statement demonstrates ability to
understand and use academic language
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Amia Kimoy Conrad-Christopher
The purpose of the exam• The oral exam is a 5-10 minute conversational
interchange between the student and the examiner.
• The exam tests students’ competencies in the use of Standard English.
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Amia Kimoy Conrad-Christopher
The purpose of the exam• It tests the student’s receptive language.
• Many students have trouble mastering the structures of oral English, which inhibits their ability to listen, speak, read, and write effectively.
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Amia Kimoy Conrad-Christopher
Why assess oral language?
• Assessment of oral language focuses on a student’s ability to interpret and convey meaning for authentic purposes in interactive contexts (O’Malley & Pierce, 1996).
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Amia Kimoy Conrad-Christopher
Why assess oral language?
English language learners use language functions to express meaning. Language functions.
Communicative language functions.
Academic language functions.
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Amia Kimoy Conrad-Christopher
Why assess oral language?
• Students need to develop competencies in the accurate use of Standard English:
• Syntax• Morphology• Expression• The knowledge that language is used for
different purposes and in different contexts
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Amia Kimoy Conrad-Christopher
Why Oral Language?• Many students commence school with low
levels of oral language• Because it provides the foundation of
reading and writing, it is vital that teachers give close attention to oral language and adjust their instructional language and teaching approaches to get all students to high levels of understanding language use.
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Amia Kimoy Conrad-Christopher
Oral Language: A Missing
Link to Reading Success
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Amia Kimoy Conrad-Christopher
Oral language – the key to develop effective communication.
Effective communication can be achieved by focusing on activities based on purposeful language interactions.
Purposeful talk is one of the major means through which students construct and refine their understandings of language. Talk should underpin all language activities. (First Steps 1997)
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Amia Kimoy Conrad-Christopher
What about Creole?• The use of Creole although accepted and valued
by all citizens is not being assessed.• Being communicatively competent entails being
able to adjust one’s language to specific audiences and situations.
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Amia Kimoy Conrad-Christopher
What about Creole?• Standard English is the cultural capital through
which our students must learn to use to negotiate with text and the social environment.
• Can be used in expressions (idioms)
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How do we teach Oracy?
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Understanding Descriptors
Makes an Attempt (1-2)• Unable to satisfy routine social demands. Often
repeats the question and adds non-information.• Vocabulary is repetitive or limited to yes/no with
no articulation of ideas or very limited in scope.
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Amia Kimoy Conrad-Christopher
Understanding Descriptors
Makes an Attempt (3-4)• Unable to satisfy routine social demands.
Often repeats the question but adds little information.
• Vocabulary is repetitive or limited to yes/no with no articulation of ideas or very limited in scope. Attempts to express/articulate with much support from examiner.
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Amia Kimoy Conrad-Christopher
Understanding Descriptors
Emerging (5-6)Able to satisfy routine social demands.
Answers questions but requires much interpretation by examiner.
Attempts to use standard English
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Amia Kimoy Conrad-Christopher
Understanding Descriptors
Emerging (7-8)Able to satisfy routine social demands.
Answers/interprets questions well but uses predominantly Creole.
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Understanding Descriptors
Satisfactory (9-10)Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations on practical and social contexts.
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Understanding Descriptors
Competent (11-13)Able to use the language fluently and accurately on all levels normally pertinent to social and practical contexts.
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Amia Kimoy Conrad-Christopher
Understanding Descriptors
Superior (14-15)• Standard English speaking proficiency is
functionally equivalent to a well (highly) articulated speech of a Trinidad and Tobago native speaker and reflects the cultural standards of the country.
• (Form three)
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Amia Kimoy Conrad-Christopher
Glossary of Terms
rubric
interpretationassessment
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Amia Kimoy Conrad-Christopher
Using the rubric• The objective of the assessment is to test
students’ ability to use Standard English.
• Use the key words in the glossary to guide scoring and interpret meaning.
• Score according to the criteria.
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Differentiating within a bando Use the student’s use of Standard English as
the key determining factor in differentiating within a band.
o Vocabulary
o Articulation/Enunciation/Expression
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During the interview• Inform students that the interview is
formal.
• Limit your use of Creole (rephrase-translate into Standard English)
• Clarify questions or vocabulary.
• Wait Time
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Amia Kimoy Conrad-Christopher
During the interview• Limit your interpretation of the question or
rephrasing
• Use the rubric to score
• Personal Judgement
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Oral Language Assessment in the classroom.
• Retellingo Measures students’ integrated comprehension though four skills
• Teachers should:o Be explicit about the criteria for evaluationo Use modeling by stronger studentso Minimize anxiety which could impact performance
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Amia Kimoy Conrad-Christopher
Thank You