Similarly, there were common themes in the way the most effective primary schools supported students’ oral language learning and development. These included:
- transition-to-school programmes through which information was shared about oral language learning and development (including any strengths and needs)
- both formal assessment and informal daily monitoring of oral language progress of all learners, particularly in the early months after starting school
- explicit oral language learning expectations were developed as part of school-wide progressions
- daily literacy programmes with a strong oral language focus
- identifying students needing additional support early and responding appropriately.
Improvements were needed in many schools to support oral learning and development. These included:
- giving greater attention to the oral language learning of new entrants (within a rich curriculum)
- developing formal expectations for monitoring oral language progress or development across Years 1 to 3 and beyond, across all key learning areas
- taking a formalised approach to identifying students’ oral language strengths (including capabilities in languages other than English), needs and concerns, rather than relying on informal observation and ‘gut feeling’
- systematically planning for interventions, where particular concerns or needs for oral language learning and development are identified
- teachers building on the advantage linguistically-diverse learners bring to language learning
- building and strengthening teacher capability to support oral language teaching and learning.