teaching oral skills

Amia Kimoy Conrad-Christopher Amia Kimoy Conrad-Christopher

Oral Language Component May, 2016

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

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.

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.

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).

English language learners use language functions to express meaning. Language functions.

Communicative language functions.

Academic language functions.

• 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

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.

Oral Language: A Missing

Link to Reading Success

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)

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.

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)

How do we teach Oracy?

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.

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.

Emerging (5-6)Able to satisfy routine social demands.

Answers questions but requires much interpretation by examiner.

Attempts to use standard English

Emerging (7-8)Able to satisfy routine social demands.

Answers/interprets questions well but uses predominantly Creole.

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.

Competent (11-13)Able to use the language fluently and accurately on all levels normally pertinent to social and practical contexts.

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)

Glossary of Terms

rubric

interpretationassessment

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.

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

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

During the interview• Limit your interpretation of the question or

rephrasing

• Use the rubric to score

• Personal Judgement

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

Thank You

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