Question

Why is spoken English important in a language curriculum? How would you use discussion and role play for enhancing the speaking skills of your learner?

15 Apr 2024
Answer :
Word Count : 1251

Spoken English holds a significant place in the language curriculum, particularly in the context of secondary school education. As one of the four essential language skills—listening, speaking, reading, and writing—spoken English plays a crucial role in enabling students to communicate effectively and confidently in real-life situations. The ability to speak English fluently and accurately is essential not only for academic success but also for professional and personal development. In the increasingly globalized world, proficiency in spoken English opens up opportunities for students to interact with peers, educators, and professionals from different linguistic and cultural backgrounds. It aids in the development of interpersonal communication, which is critical for social integration, collaboration, and participation in various sectors, including business, education, and technology.

In the context of secondary school education, spoken English also serves as a medium for expressing opinions, discussing ideas, and participating in classroom interactions. Students who are proficient in spoken English can engage more actively in discussions, debates, and presentations, which enhances their critical thinking and analytical skills. Furthermore, speaking English confidently helps students gain self-assurance and reduces language anxiety, which often hinders effective communication.

The importance of spoken English in the curriculum lies in its contribution to the overall development of the learner’s linguistic competence. The curriculum aims not only to teach grammar and vocabulary but also to nurture the ability to use the language spontaneously and fluently. This is where methods like discussion and role play become vital tools in the classroom to enhance speaking skills.

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The boy was barely five years old. We sent him to the little school And left him there to learn the names Of flowers in jam jars on the sill And learn to do as he was told. He seemed quite happy there until Three weeks afterwards, at night, The darkness whimpered in his room. I went upstairs, switched on his light, And found him wide awake, distraught, Sheets mangled and his eiderdown Untidy carpet on the floor. I said “Why can’t you sleep? A pain? He snuffled, gave a little moan, And then he spoke a single word: ‘Jessica.’ The sound was blurred. ‘Jessica? What do you mean? ‘A girl at school called Jessica, She hurts’ – he touched himself between The heart and stomach – ‘she has been Aching here and I can see her.’ Nothing I read or heard Instructed me in what to do. I covered him and stroked his head. ‘The pain will go, in time.’ I said.

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