Creating an Environment Conducive to Oracy

1. Creating an Environment Conducive to Oracy  

The optimal learning environment for language learners (English language, dual language, and world languages) is one that fosters the acquisition of language while supporting the mastery of academic content. In addition, the learning environment must contribute to the development of metacognitive as well as metalinguistic strategies and the “habits of mind” that will ensure students’ social and emotional well-being as well as academic success (curiosity, engagement, flexibility, creativity, collaboration, etc.).

One of the pedagogical shifts called for in the California World Languages Framework is a shift from a teacher-centered class to a learner-centered classroom, with the teacher as facilitator (P21, 21st Century Skills Map for World Languages, 2011)

In an effective student-centered classroom, whether in person or in virtual contexts:

• The teacher ensures that the students understand the lesson’s goals — what they are going to learn.
• The teacher models and guides students through the activities before they are expected to tackle them independently (gradual release of responsibility).
• The students encounter abundant opportunities for practice and are engaged in active, meaningful learning activities throughout the day, including abundant opportunities for oral interactions with peers.
• Language learning is contextualized and connections are made to personal, linguistic, and academic experiences.
• Students have frequent opportunities to collaborate and interact with others (Cohen, 1994; Echevarria et al., 2008; Faltis and Hudelson, 1998). Collaborative work in pairs or small flexible groups is a very effective method for engaging students in using academic language while learning content.  
• Daily content and language objectives are posted.
• The students are actively and meaningfully engaged in their learning and feel comfortable taking risks with their target language.

2. How to Lower the Affective Filter in the Language Classroom

The affective environment is very important, especially in the acquisition of a second language. For language learners to thrive and grow, it is essential that the right social and emotional conditions be in place in the classroom. Krashen and Terrell, with their Affective Filter Hypothesis (1983), highlighted the importance of lowering the affective filter in the language classroom. In order to acquire a language, learners need to be in a non-threatening environment where they feel self-confident and can take risks.

Follow this link for some suggestions on how to nurture a low affective filter environment in your classroom:

How to Lower the Affective Filter in the Language Classroom

Website: Collaborative Classroom - Lowering the Affective Filter for English Learners

3. Additional Resources for Social and Emotional Learning

To learn more about how student interaction and collaboration support the development of social and emotional skills and promote team building and community building in the class, go to the Importance of Oracy Development in Language Acquisition and Content Learning document, specifically the section titled Oracy and Social and Emotional Learning.

Also, visit the Collaborative Mode document for strategies for Creating Opportunities for Students to Strengthen Connections and Engage in Social and Emotional Learning.

• California Department of Education Social and Emotional Learning Page
• Social and Emotional Learning Guiding Principles (PDF)
• Social and Emotional Learning Resource Guide (PDF)
• The Collaborative for Academic, Social, and Emotional Learning (CASEL)
• CASEL SEL Framework
• EdSource - Social-Emotional Learning: Why it Matters and How to Foster it
• Edutopia - Social and Emotional Learning
• Culturally Responsive Education Hub
• Learning for Justice

Produced by San Diego County Office of Education, MEGA Department (2021)
Made possible by a grant from the CCEE