Orality in Primary School: a view from teachers and students

Abstract

Introduction: Recent research coincides in pointing out the need to establish stable, efficient and practical didactic models for the improvement of oral competence in elementary school. For this purpose, it is essential to know the schools’ current reality not only through the teachers' actions but also from the students' perspective. Method: In order to identify and analyze the didactic strategies related to oral expression in a rural public school in the province of Malaga (Spain), a case study was carried out with the following qualitative instruments for data collection: classroom observations during one month, interviews with all the teachers of the center (n=12) and discussion groups with students of all grades (6 groups). Results: The main concerns, achievements and challenges of the teaching staff –such as the lack of specific training on orality or the difficulties in its evaluation–, and also of the students –such as stage fright or the need for memorization– have been collected. Conclusions: In this center, great consideration is given to oral activities and their variety; nevertheless, the students’ increasing linguistic limitations are a stimulus to continue improving and deepening this essential aspect of learning.