“Seed” Project for 2022/23
Read to Speak:
Developing 21 st Century Communication Skills through Interaction with Multiple Genres and
Multimodal Texts (R2S)
(Project code: NT1122)
Adys WONG and Stephen COOLEY
NET Section, CDI, EDB
Presentation Outline
Read to Speak (R2S) Project
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Developing Oracy and Literacy Skills in the 21st Century•
A Gap in the Learning Experience•
Project Objectives and Skills Development FrameworkPractical School Examples
•
Texts– multiple genres and multimodal texts•
Talk – conversational, presentational and exploratory talk•
Tasks– deep, meaningful learning experiencesEncouraging Reflection &
Deeper Thinking Interacting with Multiple
Genres & Multimodal Texts
Sharing, Collaborating &
Communicating
Read to Speak Project Features
Confident and Effective Communicators in the
21stCentury
Making Links across Different Areas of Knowledge & Representing Ideas
Literacy and Oracy in Communication
Oracy is characterised as the
development and application of a set of skills associated with
effective spoken communication.
Learning to Talk
Learning through Talk
Learn to Read
Source: Will Millard's Oracy: The State of Speak ing in Our Schools, Voice 21, 2016.
Literacy
Read to Learn
Curriculum Links
Key words: language skills integration & development, real-life communication
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Speakingplays an important role in everyday life. In real-life communication, the most direct way to communicate is through speech.•
Oral interactions are often indivisible from the learning and teaching activities of an English task, and as such, speaking activities can be well integrated into any listening, reading or writing tasks to support the development of different language skills.•
Conducting speaking activities on a regular basis can help students improve their fluency and communication skills and raise their awareness of the particularstructural or intonation patterns or lexical items used for different communication purposes. (p.15)
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Students should be exposed to as wide a variety of authentic spoken Englishas possible if they are to understandspoken English as it occurs in the real world, not just classroom English specially developed for teaching.
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A variety of text types (e.g. speeches, advertisements, announcements) and listening purposes (e.g. listening for academic development, listening for interactive conversational exchanges, listening for enjoyment) should be introduced to help students prepare for real-life applications. (pp.5 – 6)Listening and speaking are essential oral communication skills.
Regular participation in fun, purposeful and authentic speaking activities:
• supports the development of listening, reading and writing skills;
• promotes deeper thinking;
• improves student engagement and collaboration; and
• helps retain learning.
The Importance of Oracy in English Language Learning
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Despite its importance…
A lot of students want to speak English fluently and confidently … yet they don’t get enough practice.
Even with some ideas about a given topic, our students do not quite know how to put words together in a meaningful and effective way to share thoughts, opinions, and feelings with an audience.
It is not easy for students to come up withideaswhen they are asked to talk about unfamiliar topics.
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Selection of texts
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Do they provide quality input?•
Do they speak to students?•
Are they authentic models of spoken English?Planning talk activities
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What are some practical considerations?Conducting talk activities
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How do we engage students in speaking activities?Oracy skills
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How do we teach oracy skills explicitly?•
How do we develop students’ confidence?Common Concerns for Teachers
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Read to Speak Project Objectives
The project aims to enhance teachers’ ability to:
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designunits of work around multiple genres and multimodal texts with structured interactive activitiesto promote oral communication and collaboration skills that enrich student learning;•
help students explore the features of multiple genres and multimodal texts focusing on those aspects that stimulate oral communication, e.g. the author’s intention, message and perspectives, audience, and techniques;•
explore ways of selecting suitable multiple genres and multimodal texts and using them to enhance students’ ability to make links across different areas of knowledge, to develop and evaluate ideas, as well as to apply these skills to the assigned oral communication tasks; and•
support students in doing self and peer assessment for/as learning.Linguistic, cognitive, physical, social and emotional skills enable effective communication, e.g. successful discussion, inspiring presentation / speech.
Cognitive
Social &
Emotional
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Lexical resource•
Register•
(Text) Grammar•
Rhetorical devicesPhysical
Linguistic
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Content & structure•
Reasoning•
Explaining, clarifying& summarising
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Self-regulation•
Voice (e.g. pace of speaking,pronunciation)
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Body language (facial expression, eye contact, gesture and posture)•
Working with others•
Confidence in speaking•
Listening & responding•
Audience awareness21st Century Literacy &
Oracy Skills
Read to Speak
Skills Development Framework
Cognitive
Social &
Emotional Physical
Linguistic
21st Century Literacy &
Oracy Skills
Read to Speak
Oracy Warm-up Activities
Linguistic
Read to Speak
Oracy Warm-up Activities
luggage
ferry
Cognitive
Read to Speak
Oracy Warm-up Activities
Physical
Read to Speak
Oracy Warm-up Activities
It's going to snow today.
Social &
Emotional
Read to Speak
Oracy Warm-up Activities
Cognitive
Social &
Emotional Physical
Linguistic
21st Century Literacy &
Oracy Skills
Read to Speak
Oracy Warm-up Activities
Effective Communication in the 21 st Century
Listen, Read & View Think & Reflect
Collaborate & Communicate Speak, Write, & Represent Research Questions:
1. What are the effective teaching strategies that promote oracy skills in face-to-face and online learning environments?
2. How can linguistic, cognitive, physical, social and emotional skills combined to support students in becoming
confident and effective communicators?
Practical School Examples
Collaboration Matters
REVIEW
WRITE DESIGN REPRESENT LISTEN
READ VIEW
COLLABORATE COMMUNICATE THINK
REFLECT
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Revisitprior knowledge
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Developunderstanding of ideas/ concepts
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Think critically of the texts and reflect on the learning process through interactive activities•
Plan and present info/ideas for a variety of purposes•
Select multimodal resources (e.g.videos), verbal or non-verbal cues to deliver ideas effectively
Unit Design
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Access avariety of texts, including
models of spoken language
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Identifylanguage items and
text features
Interacting with Multiple Genres & Multimodal Texts
Thinglink
School-based materials
On the topic of greenhouse gas emissions…
Interacting with Multiple Genres & Multimodal Texts On the topic of endangered species…
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Interacting with Multiple Genres & Multimodal Texts On the topic of looking good…
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Practical Examples
❖ Create interactive content and assessment, e.g.
Insert Learning, edpuzzle, Pear Deck, nearpod
❖ Present content in multiple mediums – use of websites/videos/podcasts
❖ Use web tools / online platforms to check
understanding, e.g. Kahoot!, Mentimeter, Quizlet, Google Docs
❖ Utilise the collaboration features of Google Docs, Jamboard, Padlet or Flipgrid for giving timely
feedback; promoting peer evaluation and reflection
Promoting formative assessment
Teacher’s comments
Peer feedback
• In-class presentation on a new app
• Proposal writing
Multimodal presentation Stop-motion videos
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A recount on Adobe Spark Page
TED-style presentation on a given topic A discussion task to explore different
perspectives / roles in a given situation
A documentary / narrative film representing ideas A drama performance
Project Deliverables
Presentational Talk Conversational
Talk
Exploratory Talk
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