ABSTRACT
Within the English curriculum the importance of reading and writing has always been uncontested, whereas the importance of speaking and listening has only recently been fully acknowledged. Before the 1960s oral work was very likely to consist of teacher-led question-and-answer sessions or formal activities such as reading aloud, debates and prepared short talks. However, during the 1960s the influence of educators such as Andrew Wilkinson (cited in Howe, 1997, p. 6) and a growing awareness of the work of psychologists such as Vygotsky led to more systematic studies of the role of classroom talk. New understandings about the relationship between language and learning emerged and led to significant changes in classroom practice. Speaking and listening were gradually afforded greater status and made a compulsory part of the assessment of English at GCSE. Subsequently, ‘Speaking and listening’ became the first Attainment Target for English in the National Curriculum.
