Triangle of Oracy: a receptive and productive perspective at oracy in L1

How can it be studied whether education in oracy in L1 is taking place? In this
paper, we present the “Triangle of Oracy”. The triangle is the result of a
theoretical study and a proposal for a generic model, which shows different
levels of oral texts. The triangle can be used as an analytical tool to visualize
the different perspectives of which levels of the oral text are made the
subject of teaching.Theoretically, the study is based on a Nordic tradition of
pedagogy of oracy, which particularly relies on eg. Dysthe (2002) and Høegh
(2018), with additional reliance on more recent, Anglo-Saxon research in
“dialogic teaching” (eg. Mercer & Littleton 2007). The result of the study is
operationalized in the “Triangle of Oracy”, which is drawn up with inspiration
from Jers (2010) and Hoel (2001). The triangle adds meta-language to oral
communication and possibilities for students and teachers to explore the oral
language. Listening is an integrated aspect of oracy (Høegh, 2018) and is
also integrated into the triangle. The overall purpose of this study is to
contribute to the development of an explicit pedagogy of oracy in
L1.Examples are given of the use of the “Triangle of Orality” as an analytical
perspective in studies of learning resources for L1 (Skov & Carlsen, 2020).
Methodically, text-analytical document-studies (Lynggaard, 2010) of the
intended design of the learning resources have been used. The learning
resources have been selected based on criteria of relevance as well as
representation, as these are the four highest-ranking and most oft-used
learning resources in Denmark (Bundsgaard et al., 2017). With examples
from classroom observations of L1-teaching, we will further discuss whether
the Triangle can be used as an analytical perspective of teaching
observations and whether the Triangle can be a part of the oral didactics of
the teacher.