Revisiting Debates on Oracy: Classroom Talk – Moving Towards a Democratic Pedagogy?
This article uses documentary evidence to review debates on spoken language and learning in the UK over recent decades. It argues that two different models of talk have been at stake: one that wishes to ‘correct’ children’s spoken language and another than encourages children to use talk to learn and represent their worlds. The article suggests that the latter, more democratic, approach is now under attack, but that the teacher can still choose to use learning talk in the classroom.
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Document Type: Research Article
Affiliations: School of Education, Kingston University, London, UK
Publication date: January 2, 2015