Speaking is vital for students’ academic success. It enables their thoughtful participation in discussions to improve their grasp of subject matter, as a substantive portion of teaching takes place in the verbal mode. Despite the importance of speaking, relatively less is known about the ways in which teachers develop students’ metacognition, or knowledge and critical thinking about speaking to guide them on conveying meaning effectively. In this presentation I share findings from a study of experienced teachers’ beliefs and practices to enhance young ESL learners’ metacognitive awareness. Examination of data from interviews and lesson observations offered insights on their beliefs about the significance of speaking for students’ holistic development. It illuminated how they helped students manage anxiety in delivering presentations by providing them with ideas and vocabulary. I describe how the input alleviated the heavy cognitive demands and in so doing, enabled the children to participate in speaking activities right away. I conclude the session with a discussion of the implications of including a metacognitive dimension in classroom instruction. This study contributes to theory-building and pedagogical innovations by shedding light on teachers’ beliefs and practices, otherwise hidden and intertwined in their daily work, to underscore the nuanced nature of expertise in speaking instruction.

Authors:
Robbie Lee Sabnani, National Institute of Education, Nanyang Technological University, Singapore

About the Presenter(s)
Dr Robbie Lee Sabnani is a lecturer and teacher educator at NTU Singapore. Her interests include speaking and listening, oracy skills and processes, metacognitive awareness in language learning and the development of teacher expertise.

See this presentation on the full schedule – Schedule

Bookmark