Interaction and collaboration tools and strategies for language and content learning in innovative contexts.
This toolkit, designed with K-12 language educators (English language, dual language, and world languages) in mind, provides a collection of effective protocols for student interaction and collaboration embedded in and connected with strategies and tasks for each of the three modes of communication (Collaborative or Interpersonal, Interpretive, and Productive or Presentational).
As they plan their lessons, educators can visit each of the three modes of communication sections to select high-leverage strategies aligned to their instructional purpose. In each of these sections, educators can find examples of standards-aligned tasks and strategies that can be implemented in a variety of programs (English language development, dual language and world languages) and instructional contexts (in-person, virtual, and hybrid). Within each strategy, teachers can find practical ideas and suggestions to make their lessons more interactive by embedding student-to-student interaction protocols throughout. Teachers can also visit the Scaffolding section for additional ideas, tools, and resources.
In the List of Interaction Protocols section educators can find detailed descriptions of each protocol featured in this resource, in addition to recommendations for implementation. The protocols selected are varied depending on the instructional purpose, the number of students involved, the degree of structure required, etc. There is also a range in the complexity of implementation to allow teachers to select protocols that they wish to try in their classroom depending on their professional experience, instructional goals, and student instructional needs and readiness.
How do we create the optimal classroom environment where student engagement and collaboration, meaningful authentic interactions, and risk-taking become powerful catalysts for learning?
Andrew Wilkinson, a British educator, first coined the term oracy in 1965 to refer to the fluent, confident, and correct use of the standard spoken form of one's native language, which Wilkinson felt was neglected in educational programs. The definition of oracy has evolved from Wilkinson’s conceptualization; however, oracy is still an area that requires more attention in the classroom than what it is currently given.
The British organization Voice 21 considers that oracy deserves as much attention as literacy or numeracy in educational contexts. It’s definition is as follows:
Oracy is the ability to articulate ideas, develop understanding, and engage with others through spoken language. — Peter Hyman, Voice 21
How to use the Oracy toolkit for planning
- Instructional Planning with the Oracy Toolkit
- Connections Unit - Coming Soon (Instructional Unit for Teachers of Spanish as a World Language)
Modes of Communication
Find ideas for how to support your students in understanding, interpreting, and analyzing what they hear, read, or view.
Collaborative or Interpersonal Mode
Find ideas for how to support your students in interacting, collaborating, and negotiating meaning.
Productive or Presentational Mode
Find ideas for how to support your students in presenting information to diverse audiences.
Engagement and Interaction
In this section educators can find detailed descriptions of each interaction protocol featured in this resource, in addition to recommendations for implementation.
Eva Pando-Solís, Ph.D.
Coordinator, Instr & Curr Cont
Linda Vista Campus
This content is made possible by a grant from the California Collaborative for Educational Excellence (CCEE).
The Oracy Toolkit resources were produced by the San Diego County Office of Education, MEGA Department (2021). The digital resource was produced by the San Diego County Office of Education, Innovation Division (2021).