You will need:
To start thinking about speaking and listening, please read the relevant section in The Progressions: ELLP. This is a useful summary, easy to read, and contains important ideas about your English language learners. (It’s only 2 pages.)
Open and read the double-sided, fold-out page for the oral language matrix in your booklet. It is colour-coded for each stage.
|Years 1-4 pp.11-12|
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|Years 5-8 pp.11-12|
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|Years 9-13 pp.11-12|
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There are two oral language matrices:
Output i.e. what your learners can say
Input i.e. what your learners can understand
You’ll see that the output matrix includes the context, the content, delivery, non-verbal responses and language structures used by learners.
The input matrix includes the context, the content, delivery, language structures that the learner may understand and the first language support the learner needs. Look for these aspects of oral language across the top and the different stages down the side.
For each stage of The Progressions: ELLP, the matrices show some characteristics of input that learners can understand and some types of responses (output) they are likely to produce.
There are many different oral language assessment tools being used by schools.
Informal tools include observations in a variety of contexts:
Information from observations might include:
Some of the formal tools include:
Further information about a range of assessment tools is available at Assessment online
Watch the Oral Language Exemplars DVD and select either Years 1-8 or Years 9-13 from the menu.
What features of oral language (output) do you notice?
As you watch, make notes about the content, delivery, non-verbal responses and language structures used by each learner.
You might like to download the following template to record your notes about each learner:
Collect some information about your own English language learners’ oral language:
In this section you will use your information to decide on a ‘best fit’ stage for your students.
Oral Output (speaking) – See how one teacher and her colleague work together to decide on a student’s output stages.
Oral Input (listening) – A teacher and her colleague work together to decide on a student’s input and output stages.
Place your own students on the input and output matrix.
Look at the input and output matrices and decide which stage your student is likely to fit into. Make a general decision at this stage.
Sit your own student’s oral language information alongside the indicators at your best-fit stage.
- does this look like the right stage?
Examine the ‘content, delivery and language structures’ at your chosen stage, looking to confirm the typical features with your own student’s talk.
- does this confirm your identification of the best-fit stage?
If it doesn't confirm your identification, look at the stages before and after the one you are looking at to try and find the appropriate stage for your learner. You will probably notice that students show aspects across more than one stage. You are aiming for an overall ‘best fit’.
Keeping track of your learners’ stages is important. One purpose is to show progress over time and this could be done in a variety of ways. You could:
Consider how this information helps you and what you should do next to help your learners.
Our suggestions to further develop your own ability to interact effectively with English language learners include:
Suggestions to further develop your students’ oral language proficiency include:
Many of these strategies are found:
If you need to order copies of these materials, please email firstname.lastname@example.org or 0800 660 662.
How to use this online material with other teachers to develop knowledge about English language learners’ oral language:
Published on: 15 Dec 2015