Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies for reading &writing and speaking & listening List strategies to use for speaking and listening learning Evaluate resources and generate a session plan outline that includes S&L

Speaking & Listening Most of us are competent oral users of English by the age of five. How did we acquire our oral language skills?

We are teaching in a time of blurring boundaries between speech and writing. What literacy practices are your learners engaged in that evidence this blurring?

The division of language  Receptive – understanding what is written or said (or signed)  Expressive – speaking or writing (or signing). Transmitter – receiver model

As with writing, a speaker needs to be clear about purpose and audience so that they make the most appropriate language choices. As with reading, a listener needs to draw on their background knowledge to understand the meaning that is being conveyed.

John Honey argues that: Children should be taught Standard English at school because this is the only way to make sure that all children have equal opportunities. Standard English is the prestigious form and, therefore, if children do not learn and use it, they will be at a disadvantage. Standard English in education

Milroy and Milroy argue that: it’s not fair to correct children for using non-standard varieties of English. some children may struggle at school because Standard English is unfamiliar to them and working class students, in particular, are often put at a disadvantage; all varieties of English should be valued equally. Standard English in education

Just like written communication, oral communication can be categorised in terms of genre. Activity Work in pairs or threes; you have three minutes to list as many spoken genres as you can!

It is likely that most of the genres you have listed will be examples of spontaneous, rather than prepared, speech. Activity Don’t stop to think about it – jot down exactly what you would say in a shop if you wanted to know the price of a shirt

Planning for speaking and listening Consider your lists again. Note how context and purpose will inform style and content. Which of the genres do Essential Skills learners need support with?

In post-compulsory education the focus is on the higher order aspects of speaking and listening: Listening  Understanding  Selecting  Interpreting Speaking  Coherence  Register  Rhetorical strategies

Using language for different purposes Adapting or changing language according to the needs or expectations of a listener or situation Following the rules for conversation and narrative. Pragmatics

Activity In pairs complete the case studies provided.

Pragmatics: the role of the teacher Model and support the development of language skills for: explaining illustrating questioning discussing instructing demonstrating consolidating

Prosody Prosody overlaps with emotion in speech. Prosody often works in conjunction with the social/situational context of an utterance. Prosody can have the effect of changing the meaning of a sentence by indicating a speaker's attitude to what is being said (eg. it can indicate sarcasm).

Prosody Create speaking opportunities for learners to practice appropriate: Emphasis Intonation Volume Speed

Listening Listening is an active form of communication. When you listen, you must get meaning from what is being said before you respond.

Before, during and after We can support learners by considering oral communication as a process and supporting each stage. Just as with reading or writing, we should plan for pre- speaking and listening activities and post-speaking and listening activities. In this way we provide our learners with models to follow and strategies to use.

Pre-listeningPre-speaking Activate the schema – predictive and genre recognition activities Explore the context and audience for the speech act Discuss the purpose for listening (for specific information, for the opinion of others etc) If a writing activity is going to be needed after the listening then let the learners know at this stage exactly what they need to listen out for. Discuss the purpose for speaking and the genre conventions - make predictions Discuss the importance of non- verbal features in aiding understanding – predictive activities are useful here too Observe a model (video, peer, tutor) of this type of speaking What makes that example effective or ineffective? Pre-teach relevant vocabulary (and if necessary manageable alternatives) Small group or paired planning for the speaking activity can be effective Encourage visual or diagrammatic planning

During listeningDuring speaking Keep tasks to a minimum – writing tasks should not be attempted during the listening. Model noting key words or using memory aids. Use your discretion and knowledge of your learner to prompt or ask questions to expand or sustain their spoken input Prompt listeners at key moments – remind them of purpose for listening; signal significant moments; remind listeners of prosodic and non-verbal features Encourage the speaker to notice the reactions of those listening Model listening and comprehending strategies by asking questions that make the learners reflect on and evaluate what they have listened to Encourage listeners to ask questions of speakers – to clarify or repeat information

After listeningAfter speaking Check back and discuss accuracy of predictions Model constructive feedback – positive and development area. Tutor models > Peer feedback > Own evaluation This is the time to allow written activities/responses that require full answers or evaluative comment to be started Assess accuracy of pre-speaking predictions If listening is the focus then activities should focus on what has been heard. Multi-choice, gap-filling, true/false, diagrammatic activities may be more appropriate than a piece of writing Oral activities may be more appropriate than written responses

Activity Find a partner working in a similar setting or with learners working at the same level Explore at least two resources, activities or strategies to support speaking and listening skills Aim to find two that you could try out in your own practice Be prepared to feed back

Objectives of session Achieved? By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies for reading &writing and speaking & listening List strategies to use for speaking and listening learning Evaluate resources and generate a session plan outline that includes S&L