Oracy in the Classroom
Policy, Pedagogy, and Group Oral Work
Bibliographic Data
| ID | 2470384 |
|---|---|
| Authors | Senior Research Lecturer Roger Hewitt (corresponding author), Moira Inghilleri Visiting Research Fellow |
| Year | 1993 |
| Volume | 24 |
| Issue | 4 |
| Pages | 308-317 |
| Publication date | 1993-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Anthropology & Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0161-7761 • E-ISSN: 1548-1492 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1525/aeq.1993.24.4.04x0062j |
| OpenAlex | W2025588079 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
Currently in the United States, researchers and educators are emphasizing the importance of classroom talk as a means to a particular instructional goal, while in the United Kingdom, speaking and listening skills in themselves are being foregrounded as a site of pedagogic activity. The effect of such legitimation has not been fully investigated however, and in the U.K. setting, it is not always clear what the aims and purposes of a particular oral activity are. Based on observations in six inner-London schools, we consider how such ambiguities of purpose are reflected in official oracy policy, in the design of classroom activities, and at the level of discourse organization
Active listening · Legitimation · Pedagogy · Political science · Politics · Sociology · Education and Technology Integration · EFL/ESL Teaching and Learning · Law · Teacher Education and Leadership Studies
| Citations per year | 0.06 |
|---|---|
| Citation span | 1995 - 1998 (4) |
| Highly cited | No |