Teacher Training in Oracy and Vocabulary Development in Primary Schools in Wales.

威尔士小学口语和词汇发展教师培训。

• 批准号: 2747067
• 金额: --
• 依托单位: CARDIFF UNIVERSITY
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2747067
• 关键词: Teacher; Training; Oracy; Vocabulary; Development

Vocabulary and oracy confidence are essential for children to develop and apply language across contexts, yet research on these areas for primary teaching and Welsh-English bilingualism appears minimal (Oracy APPG 2021; Jones 2017). This research therefore centres teacher development, exploring key linguistic components for effective bilingual vocabulary and oracy teaching toward informing guidance materials. Investigations centre lexical semantics (word meanings), metacognition (recognising thought processes) and oracy (speaking and listening), identifying key interconnections between lexical semantics, morphology, syntax, etymology and phonology for vocabulary teaching, oracy skill development and dialogic practice across the curriculum (Alexander 2018; Breadmore et al. 2019; Mercer and Manion 2018; WG 2020). This aligns with Welsh Government and English-Speaking Union prioritisations by promoting explicit oracy and vocabulary teaching strategies and confidence (ESU 2016). Research Question: What guidance do Wales 'Primary school teachers need to develop pupils' vocabulary and oracy confidence in English and Welsh across the curriculum? Sub-questions: 1. What current knowledge and metacognition do teachers have of vocabulary, relating to breadth and depth, including: morphology, etymology, semantics, and syntax? 2. How are English and Welsh teaching time balanced toward increasing oral confidence and vocabulary repertoires? 3. How are word meanings and applications taught in English and Welsh? d) Which strategies are applied to explicitly teach and assess vocabulary and oracy? Toward answering these, methodology includes: Teacher surveys using Likert scales and open questions on teacher confidence and understanding of linguistic terminology and Welsh/English teaching(Dornyei 2010)(N=40). Semi-structured teacher focus groups on planning, confidence and development needs(N=24). Observations of English and Welsh teaching (N=6)(Copland and Creese 2015). Creating and piloting guidance materials in schools. Teacher fidelity and anonymous child case studies will be sought to determine effectiveness post-study, alongside repeated surveys and focus groups (Dobinson and Dockrell 2021). The study should gain foundational insights toward future research needs, and positive links with schools. Alexander, R. 2018. 'Developing dialogic teaching: genesis, process, trial 'Research Papers in Education.33(5). pp:561-698 Breadmore, H.L; Vardy, E.J.;Cunningham, A.J; Kwok, R.KW; Carroll, J.M.2019.Literacy Development: Evidence Review. London: Educational Endowment Foundation Copland, F. and Creese, A. 2015. Linguistic Ethnography: Collecting, Analysing and Presenting Data. London: SAGE Dobinson, K.L. and Dockrell, J.E. 2021.'Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review'. First Language.41(5). pp:527-554. Dornyei, Z. 2010. Questionnaires in Second Language Research: Construction, Administration and Processing. London: Routledge. English Speaking Union (ESU). 2016. Speaking Frankly: The case for Oracy in the curriculum. London: ESU. Jones, B. 2017. 'Translanguaging in Bilingual Schools in Wales' Journal of Language, Identity and Education. 16(4) pp:199-215[Online]Available at: https://doi-org.abc.cardiff.ac.uk/10.1080/15348458.2017.1328282 [Last accessed 01/02/22] Lesaux, N.K.; Kieffer, M.J; Faller, S.E. and Kelley, J.G. 2010. 'The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools'Reading Research Quarterly.45(2). pp:196-228 Mercer, N. and Mannion, J.2018.Oracy Across the Welsh Curriculum. A research-based review: key principles and recommendations for teachers. Cambridge: Oracy Cambridge. Oracy APPG. 2021. Speak for Change: Final Report and Recommendations from the Oracy All-Party Parliamentary Group Inquiry. London: APPG

词汇和口语自信对于儿童在不同语境中发展和应用语言是必不可少的，但对小学教学和威尔士-英语双语的这些领域的研究似乎很少(Oracy APPG 2021；Jones 2017)。因此，这项研究以教师发展为中心，探索有效双语词汇和口语教学的关键语言成分，以提供指导材料。调查以词汇语义(词义)、元认知(识别思维过程)和口语(说和听力)为中心，确定词汇语义、词法、句法、词源学和音系学之间的关键相互联系，以便在整个课程中进行词汇教学、口语技能发展和对话练习(Alexander 2018；Breadmore等人)。2019年；美世和Manion 2018年；WG 2020年)。这符合威尔士政府和英语联盟的优先事项，通过促进明确的演讲和词汇教学战略和信心(ESU 2016)。研究问题：威尔士的小学教师需要什么指导，才能在整个课程中培养学生对英语和威尔士语的词汇和口头表达信心？小问题：1。教师目前对词汇有哪些知识和元认知，与广度和深度有关，包括：词法、词源、语义和句法？2.英语和威尔士语的教学时间是如何平衡的，以提高口语信心和词汇习得？3.英语和威尔士语是如何教授词义和应用的？D)使用哪些策略来明确地教授和评估词汇和口语能力？为了回答这些问题，方法包括：使用Likert量表进行教师调查，以及关于教师对语言术语和威尔士语/英语教学的信心和理解的公开问题(Dornyei 2010)(N=40)。半结构化教师小组，重点关注规划、信心和发展需求(N=24)。英语和威尔士语教学观察(N=6)(Copland and Creese，2015)。在学校创建和试行指导材料。将寻求教师忠诚度和匿名儿童案例研究，以确定研究后的有效性，以及反复调查和焦点小组(Dobinson和Dockrell，2021)。这项研究应该获得对未来研究需求的基础性见解，并与学校建立积极的联系。亚历山大，R.2018年。《开展对话教学：起源、过程、尝试》教育研究论文33(5)。PP：561-698 Badmore，H.L.；Vardy，E.J.；Cunningham，A.J.；Kuo，R.KW；Carroll，J.M.2019.扫盲发展：证据审查。伦敦：教育捐赠基金会科普兰，F.和克里斯，A.2015。语言民族志：收集、分析和展示数据。伦敦：Sage Dobinson，K.L.和Dockrell，J.E.2021，《提高小学课堂表达语言技能的普遍策略：系统回顾》。第一语言41(5)PP：527-554。Z.多恩耶，2010年。第二语言研究中的问卷：结构、管理和处理。伦敦：路特利奇。英语联盟(ESU)。2016年。坦率地说：在课程中讲究演讲是有道理的。伦敦：ESU。琼斯，B.2017年。《威尔士双语学校的跨语言教学》，《语言、身份和教育杂志》。16(4)pp：199-215[在线]：https://doi-org.abc.cardiff.ac.uk/10.1080/15348458.2017.1328282[上次访问日期：01/02/22]莱索，N.K.；基弗，M.J.；Fall，S.E.和Kelley，J.G.《城市中学语言差异学生学术词汇干预的有效性和实施的简便性》阅读研究季刊，45(2)。PP：196-228 Mercer，N.and Mannion，J.2018。《威尔士课程的研究》。基于研究的回顾：教师的主要原则和建议。剑桥：Oracy剑桥。Oracy APPG。2021年。为变革发声：Oracy所有党派议会小组调查的最终报告和建议。伦敦：APPG