Second Language Oracy Development for Young Learners

About the Book

This book addresses the development of young language learners' oracy skills. It offers theoretical and pedagogical perspectives, and presents ideas for teaching listening, speaking, and thinking effectively in second language and bilingual contexts. It also emphasizes the value of young learners' metacognitive awareness about their learning and shows how this can be incorporated into everyday classroom practices for oracy instruction. Collectively, the chapters offer theory-practice connections in the teaching and learning of oracy in classroom settings, as well as teacher-scaffolded informal learning beyond the classroom. It is both empirically- and practice-driven, and informed by rigorous theories of oracy development and the authors' own research inquiry and rich experience. With its diverse global perspectives on oracy development, this book presents an important contribution to the literature on the language development of young learners. It also serves as an important reference for teacher educators, graduate students, teachers, and language education researchers.

Table of Contents:

Conceptualizing oracy development for young language learners an introduction.- Overview of bilingual acquisition of oracy in young learners.- Principles and practices for teaching oracy skills to young l2 learners.- Materials for helping young learners to develop oracy skills.- Assessing young language learners oracy skills developments challenges and promises.- Using childrens literature for oracy development in the primary school.- Promoting oracy development in young learners through project based learning.- Using communication tasks to develop young learners oracy skills.- Enhancing oracy development in young learners through explicit and contextualized instruction.- Teaching pronunciation to young learners.- Enhancing young EFL learners oracy and vocabulary development through picture book reading mediation.- Technology enhanced metacognitive pedagogical sequence for developing young learners listening skills.- Using technology to develop young learners oracy skills.- Technology assisted extensive listening and viewing for young learners.- Formative assessment of speaking for young learners using generative artificial intelligence.- Developing young learners talk and thinking skills for group discussions.- Developing metacognition to enhance young learners speaking.- Facilitating childrens oracy skills through digital storytelling.

About the Author :
Dr. Christine C. M. Goh is President's Chair Professor in Education (Linguistics & Language Education) at the National Institute of Education, Nanyang Technological University Singapore. She holds a Ph.D. in Linguistics from Lancaster University and is an accomplished teacher educator, researcher and author with a strong interest in language learners' oracy development and metacognition. Her work is characterised by a strong research/theory - practice nexus. Christine has published more than 100 articles in refereed books and academic journals and spoken at numerous international platforms. Her recent book publications are the second edition of "Teaching and Learning Second Language Listening: Metacognition in Action" (2022, with Larry Vandergrift, Routledge) and "Confident Speaking: Theory, Practice and Teacher Inquiry" (2024, with Xuelin Liu, Routledge). The latter is a follow-up of the popular "Teaching Speaking: A Holistic Approach" (2012, with Anne Burns, Cambridge University Press). Dr. Robbie Lee Sabnani is Lecturer and Program Leader in the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University Singapore. Her academic interests include speaking and listening, oracy skills and processes, metacognitive awareness in language learning and the development of teacher expertise. She manages the department's suite of language enhancement and academic discourse skills courses, teaches on graduate and pre-service courses and supervises doctoral students. Robbie publishes on pedagogical practice and language education and contributes to theory and practice through invited keynotes and conference presentations. Her research includes publications with Cambridge University Press and Springer as well as international journals such as TESOL Quarterly and many others. Robbie has been conferred several awards in recognition of her outstanding research and teaching contributions.

Dr. Willy A Renandya is Language Teacher Educator with extensive teaching experience in Asia. He has taught graduate level TESOL courses in numerous countries including China, Indonesia, Japan, Malaysia, Thailand, and Vietnam. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore and the Industrial University of Ho Chi Minh City, Vietnam. He has given more than 100 keynote presentations at international ELT conferences and has published extensively in the area of second language education. His publications include "Language Teaching Methodology: An Anthology of Current Practice" (Cambridge University Press, 2002) and "Student-centered Cooperative Learning" (Springer International, 2019), as well as numerous academic papers published in internationally recognized refereed journals such as System and ELT Journal. He also maintains a large online professional development forum called "Teacher Voices".