Putting the context into oracy: The construction of shared knowledge through classroom discourse

Maybin, Janet; Edwards, Derek and Mercer, Neil (1988). Putting the context into oracy: The construction of shared knowledge through classroom discourse. In: Maclure, M; Phillips, T and Wilkinson, A eds. Oracy Matters. English language and education series. Milton Keynes: Open University Press, pp. 122–134.

URL: http://openlibrary.org/books/OL2529780M/Oracy_matt...

Abstract

Oracy concerns competence in talking and listening. But it concerns far more than that, for it's a condition of learning, a state of being in which the whole school should operate. This recognition of the wider role of oracy means that there is now a new tide flowing, not just in an individual subject area, but throughout the curriculum, recognized by the establishment of the National Oracy Project.

The International Convention at the University of East Anglia in 1987 ws the first major conference to take oracy as its theme, and the papers selected from it which are included in the book include the latest work of some of the leading scholars and teachers in the field.

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