From the page to the stage; the potential of picturebook dramatisation in the development of oral skills of young learners of English

Both the Common European Framework of Reference for Languages (CEFR) and the Primary School English Curriculum in Baden-Württemberg, Germany, place a strong emphasis on the development of communicative competences, particularly speaking (Council of Europe, 2020; Zentrum für Schulqualität und Lehrerbildung Baden-Württemberg, 2016). However, the acquisition of EFL speaking skills is a process which takes time (Böttger, 2016) and is challenging for young learners in educational settings, where there is limited time in the curriculum for English teaching each week (Read, 2020). Learning to speak is a complex process (Levelt, 1989). Therefore, learners need support for understanding and production (Cameron, 2001). They need to be offered ample opportunities to speak in different situations (Böttger, 2016). This research project explored whether drama based on picturebooks had the potential to help mixed-ability learners to develop their speaking skills and in what ways. Picturebooks were chosen because they are recommended for use in the primary classroom (ZSL Zentrum für Schulqualität und Lehrerbildung) and are often used in English lessons (Böttger, 2020). The intervention was tested with 9–10-year-old learners in the final year of primary school in four different schools. A mixed method approach was taken and the data was merged to draw inferences about the development of learners’ speaking skills (Creswell, 2022). Quantitative data was collected from pre and post speaking assessments, structured classroom observations and learner self-assessments. The data was analysed using SPSS. Qualitative data was collected from unstructured classroom observations recorded in a research journal. This were analysed with MAXQDA. The analysis of the data indicated that the intervention had the potential to help mixed-ability learners to develop their oral skills. Linguistic skills developed because learners’ use of vocabulary in speech broadened, and learners used more English after the intervention, including more chunks of language. Assessment of cognitive skills showed some evidence of the development of thinking skills, planning simple speech, the ability to pay attention, concentrate, and memorize repeated phrases and vocabulary. However, very little evidence of self-repair of utterances was found and no development could be confirmed in learners’ phonology or pronunciation skills. All the learners who participated in the intervention established basic social contact. There was evidence for an increase in the amount of interaction and confidence in speaking if the picturebooks and drama activities were not too linguistically or cognitively challenging.