3 From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral Skills in Primary English Education in Portugal

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Introduction 1
5. 1 Young Foreign Language Learners’ Oracy Development in Multilingual Contexts 4
6. Part 1 Language Policy and Oracy
7. 2 EFL Oracy Acquisition and Language-In-Education Policy at Pre-Primary and Early Primary Stages: The Case of Cyprus 23
8. 3 From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral Skills in Primary English Education in Portugal 41
9. Part 2 Oracy Acquisition Through Learners’ Collaborative Learning and Learning Strategies
10. 4 Talking to Write: Insights into the Oral Interactions of Young EFL Writers Repeating a Collaborative Task 61
11. 5 Negotiation of Errors in Form-Focused Oral Interaction Sequences in Young Learner Classrooms 81
12. 6 Comparing Primary and Lower Secondary EFL Learners’ Oral Collaboration 98
13. 7 Motivation and Learning Strategies in the Development of Primary School Learners’ Oral Skills across an EFL Context in Greece 117
14. Part 3 Oracy Promotion Through Teacher Intervention
15. 8 Young FL Learners’ Oral Production Skills: Does Vocabulary Learning Ability Count? 141
16. 9 Prioritizing Young Learners’ Pronunciation Needs in the Greek Multicultural Classroom 157
17. 10 A Multimodal Approach in an Early FL Classroom for Oracy Skills Development: Insights from a Longitudinal Study 180
18. 11 The Development of the Use of Articles in Oral Narratives among Young English Learners in China 198
19. 12 Translanguaging as Inclusive Pedagogy and Multilingual Oracy 218
20. Concluding Thoughts 233
21. Index 238