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

词汇和口语自信对于儿童在不同背景下发展和应用语言至关重要，但对小学教学和威尔士-英语双语这些领域的研究似乎很少（Oracy APPG 2021; Jones 2017）。因此，本研究的中心教师发展，探索有效的双语词汇和口语教学的关键语言成分向通知指导材料。调查中心词汇语义（词义），元认知（识别思维过程）和口语（口语和听力），确定词汇语义，形态学，句法，词源学和语音学之间的关键相互联系，用于词汇教学，口语技能发展和整个课程的对话实践（亚历山大2018; Breadmore等。2019;美世和Manion 2018; WG 2020）。这与威尔士政府和英语联盟通过促进明确的口语和词汇教学策略和信心（ESU 2016）的优先顺序保持一致。研究问题：威尔士的小学教师需要什么样的指导来培养学生在整个课程中对英语和威尔士语的词汇量和口语信心？分问题：1.教师对词汇的广度和深度，包括词形学、词源学、语义学和句法学，有哪些现有的知识和元认知？2.如何平衡英语和威尔士语的教学时间，以提高口语自信心和词汇量？3.如何在英语和威尔士语中教授词义和应用？d）哪些策略被用于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：教师调查使用李克特量表和开放式问题的教师信心和语言术语和威尔士/英语教学的理解（Dornyei 2010）（N=40）。关于规划、信心和发展需求的半结构化教师重点小组（N=24）。英语和威尔士语教学的观察（N=6）（Copland and Creese 2015）。在学校编制和试行指导材料。教师忠诚度和匿名儿童案例研究将寻求确定研究后的有效性，以及重复调查和焦点小组（Dobinson和Dockrell 2021）。这项研究应该获得对未来研究需求的基本见解，并与学校建立积极的联系。 亚历山大河2018.“发展对话教学：起源，过程，试验”教育研究论文。33（5）。第561-698页：Breadmore，H.L; Vardy，E. J.; Cunningham，A.J; Kwok，R.KW;卡罗尔，J.M.2019.扫盲发展：证据审查。伦敦：教育捐赠基金会。和Creese，A. 2015.语言民族志：收集，分析和呈现数据。伦敦：SAGE Dobinson，K.L.和Dockrell，J.E. 2021.“在小学课堂上提高表达语言技能的通用策略：一个系统的回顾”。41（5）.第527-554页。Dornyei，Z. 2010.第二语言研究的基本要素：结构、管理和处理。伦敦：伦敦。英语联盟（ESU）。2016.坦率地说：在课程中的Oracy案例。伦敦：应急小组。琼斯，B。2017.“威尔士双语学校的跨语言”语言，身份和教育杂志。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.和Kelley，J.G. 2010.《城市中学语言多样性学生学术词汇干预实施的有效性和易用性》阅读研究季度。45（2）。pp：196-228美世，N. Mannion，J.2018.Oracy Across the Welsh Curriculum.基于研究的审查：关键原则和教师的建议。剑桥：奥雷西剑桥。Oracy APPG。2021.为变革而说话：来自奥西所有党派议会小组调查的最终报告和建议。伦敦：APPG

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