What is it about?

Teaching oral communication remains a challenge for secondary school English language teachers in Iran. In this study, while trialling aspects of task-based pedagogies, the teachers’ attention to oracy increased. However, they retained a strong traditional focus on literacy teaching, which had an effect on their approach to oracy and also appeared to constrain their movement towards less-controlled spoken language.

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Why is it important?

The study has highlighted the need for greater flexibility and teacher support in the adaptation of communicative practices and a need for greater accommodation across different settings to support teachers in the process of change.

Perspectives

The study offers insight into how teachers revisit and revise their approach to literacy and oracy and how they may begin slowly to re-assess and realign the relationship between these two aspects of language learning.

Elahe Shakhsi Dastgahian
Monash University

Read the Original

This page is a summary of: Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy, RELC Journal, June 2019, SAGE Publications, DOI: 10.1177/0033688219845932.
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