Young Learners’ Oracy Acquisition & Development in International Foreign Language Learning Contexts
Chapter: Translanguaging as Inclusive Pedagogy and Multilingual Oracy
- Contributor
- Editors
- Publisher
- Year
- ISBN
- Language
- Nayr Ibrahim
- D. Karoulla-Vrikki & L. Lopriore
- Multilingual Matters
- 2025
- 9781800413658
- English
Book Description
This volume presents research on oracy development in early language learning, with a particular focus on the pedagogical implications for growingly plurilingual classrooms. The chapters offer empirical results from diverse international contexts which reveal common and differing experiences of teaching methodologies and assessment practices, learners’ attitudes and motivation, and young learners’ skill development processes. Together they explore the effects of language policy, collaborative learning and teacher intervention on the development of children’s listening and speaking skills in a second or foreign language. The book will be of interest to researchers in early second language acquisition as well as students on EFL, TESOL and ESL courses. It will be particularly useful to pre-primary and primary teachers in multilingual classrooms and can be used in teacher education and professional development programmes to promote reflection on current teaching practices.
Chapter Description
Translanguaging as Inclusive Pedagogy and Multilingual Oracy by Nayr Ibrahim
The development of oracy skills in increasingly linguistically and culturally diverse classrooms requires a deeper engagement with the multilingual turn (May, 2014). A number of references have been made to concepts that acknowledge and reflect linguistic border-crossing in this publication. For example, multilingualism/plurilingualism and linguistic diversity in Karoulla-Vrikki and Ioannou-Georgiou; translanguaging is mentioned in Griva and Korosidou; and translation in Leslie, and Griva and Korosidou. Even though the aim of the publication is to explore the development of oracy in early English language learning contexts, it is interesting to see some chapters position the respective studies within plurilithic conceptualisations of language and acknowledge the need for, or the presence of, pluralistic practices in English language education.
This final chapter expands on these limited and sometimes incidental references to plurality and calls for a more systematic embedding of
plurilingual approaches in classroom oral interactions, so as to engage, sustain and develop both migrant and local learners’ oracy.