ORacy In the School Culture
Otilia C. Sousa (PI), Dalila Lino, Marina Fuertes, Elsa Ferreira
Instituto Politécnico de Lisboa, Escola Superior de Educação
Teresa Costa-Pereira, Manuela Coelho
Universidade de Lisboa, Instituto de Educação
Michał Daszkiewicz, Anna Wasilewska, Marta Łockiewicz, Magdalena Wawrzyniak-Śliwska, Martyna Piechowska
Universidade de Gdansk
Oracy: despite its major role in school and academic success, the oracy skills of kindergarten children and primary school students is not sufficiently exploited. It seems that once a child acquires the ability to express himself or herself in the native language, the articulating of subject matter by children and pupils starts to be neglected. Similarly, there is an insufficient focus on their oracy in scientific studies, which need to address its formal and practical side, that is what is the presence of oracy in official documents and how the development of oracy, which is a fundamental variable to literacy skills, is supported in classrooms. The project is supported by the knowledge built by the two teams on the importance of oracy and experience of teachers and students in language learning whether it be mother tongue , heritage, second or foreign language. It focuses on basic education - pre -school and primary- because they are foundational stages of academic life.
The main aim of the project is:
(i) to compare the approach to L1 and L2/FL oracy in curricula
(ii) to address the teachers’ approach to L1 and L2/FL oracy
(iii) to analyses classroom practices in terms of L1 and L2/FL oracy
(iv) to validate assessment tools in order to check the quality and quantity of classroom oracy
Taken together, this project aims to study the role of oracy in education, both in L1 and L2/FL in Portugal and Poland.
More information (coming soon)
The aim of the INCLUTE project is to promote inclusive education through teacher training in primary schools in China.
The specific project objectives are:
•To know the development of inclusive practices in social and educational contexts.
•To strengthen the teacher’s competence/skills related to inclusive education in Chinese universities.
•To design and develop a continuous training curriculum on inclusion for primary school teachers.
•To create an inclusive international education network.
The Partners are:
Four Chinese universities:
Sichuan Normal University,
Guangxi Normal University,
Tibet University for Nationalities.
Four European universities:
Universitat Autònoma de Barcelona,
Trinity College in Dublin,
University of Bath,
Instituto Politécnico de Lisboa, Escola Superior de Educação.
The teachers involved in this project are: Prof. Isabel Madureira (Ph.D), Prof. Teresa Leite (Ph.D), Prof. Francisco Vaz da Silva (Ph.D) and Prof. Clarisse Nunes (Ph.D).
These Partners compose the Consortium that improve the quality of higher education through a Master Course on inclusive education, which will be developed the first time in China.