1st Edition

Metacognitive Approaches to Developing Oracy Developing Speaking and Listening with Young Children

Edited By Roy Evans, Deborah Jones Copyright 2009
    268 Pages
    by Routledge

    268 Pages 19 B/W Illustrations
    by Routledge

    The acquisition of speech and language represent significant achievements for all children. These aspects of child development have received substantial attention in the research literature and a considerable body of theoretical knowledge exists to chart progress from infancy to maturity. Cross-cultural studies have identified the common purposes served by the acquisition of oral language by children, and the essential similarity in the sequence through which speech develops irrespective of geography and culture.

    What is less clear is precisely ‘how’ children learn to say what they mean and ‘how’ teachers and parents can support and enhance the development of meaningful speech in their children. Until now, children’s speech has been underused as a means of promoting learning in the formal school setting. New requirements within the National Curriculum are trying to address this gap, but there remains a lack of clarity as to what this means for practice, and how it relates to the broad base of curricular objectives.

    This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children.

    This book was previously published as a special issue of Early Child Development and Care.

    Perspectives on Oracy – Towards a theory of practice / Deborah Jones and Roy Evans

    Speaking, Listening, Planning and Assessing: The Teacher’s Role in Developing Metacognitive Awareness in Young Children / Deborah Jones

    Oral Language Development / Alice Sterling Honig

    Dialogic Teaching: Developing Thinking and Meta-Cognition through Philosophical Discussion / Robert Fisher

    "Listening to Myself": improving Oracy and Literacy among Children who Fall Behind / Flora J. Macleod, Philip Macmillan and Brahm Norwich

    Narrative Learning, EAL and Metacognitive Development / Martin Cortazzi and Lixian Jin

    Acquisition of hearing, Listening and Speech Skills By and During Key Stage 1 / Helen Robinshaw

    Developing the Communicative Competence Narrative Thinking of 4 and 5-year-olds in Educational Settings / Melanie E Wilde and Rosemary Sage

    Oracy: Social Facets of Language Learning / Olivia N Saracho and Bernard Spodek

    The Prosaics of Figurative Language in Preschool: Some Observations and Suggestions for Research / Niklas Pramling and Ingrid Pramling Samuelsson

    Language Development in the Years before School: a comparison of developmental assets in home and child care settings / Daniel J Weigel, Jennifer L Lowman and Sally Martin

    From Folktales to Algorithms: Developing the Teacher’s Role as Principal Storyteller in the Classroom / Alistair K. Daniel

    Supporting the Mother Tongue: Pedagogical Approaches / Theodora Papatheodorou

    A Longitudinal Investigation of Mothers’ Mind-related Talk to Their 12- to 24- month-old infants / S Degotardi and J Torr

    Constructing Language: Evidence from a French-English Bi-lingual Child / Gee Macrory

    Digital Storytelling in a Science Classroom: Reflective Self Learning (RSL) in Action / Yordanka Valkanova and Mike Watts

     

     

     

     

     

    Biography

    Roy Evans, Deborah Jones