To investigate the role of the Primary Language Curriculum in supporting teachers to teach Oral Language effectively in the primary school classroom, with specific focus on grammatical instruction.

Abstract

This dissertation aims to identify the role of the PLC in supporting teachers to teach Oral Language effectively in primary school classrooms with a specific focus on grammatical instruction. There are three main objectives of this research which determine the PLC’s role in teaching Oral Language efficiently in the classroom. Firstly, it aims to examine how the PLC supports teachers in teaching Oral Language through the elements and learning outcomes. Secondly, it aims to explore how knowledge about language and teaching of both inductive and deductive grammar approaches are interwoven in effective oral language teaching. Lastly, it aims to investigate how knowledge about language is integrated into programmes to support teachers in their teaching of Oral Language. Through documentary analysis, areas of curricula, policies and CPD programmes will be explored in both Irish contexts and other contexts such as the Australian context. The key findings of this research indicate that curriculum implementation is far from an easy task which requires a lot of external efforts to be achieved. In order to develop Oral Language in the classroom, both the teacher and pupil must acquire a sufficient knowledge about language; academic and conversational. Teacher training programmes must place an equal emphasis on developing efficiency to deal with unforeseen circumstances that may occur, as well as time devoted to planning and preparation ahead of school placements.