Deze literatuurstudie beoogde inzicht te geven in componenten die bijdragen aan de
prestaties van leerlingen in de bovenbouw van het (speciaal) basisonderwijs. De review was gericht op het domeinspecifieke kenmerken voor mondelinge taalvaardigheid. Hoewel de subdomeinen met elkaar samenhangen en moeilijk los van elkaar kunnen worden gezien, is een onderscheid gemaakt tussen luisteren, spreken en gesprekken. Dit overzicht beoogt een beschrijvingskader te vormen voor de ontwikkeling van onderzoeksinstrumenten waarmee het geplande peilingsonderzoek kan worden uitgevoerd en op basis waarvan specifieke kenmerken van het onderwijsleerproces op de scholen in kaart kan worden gebracht.
In onderzoek wordt het belang van mondelinge taalvaardigheid in brede zin benadrukt. Het vormt niet alleen de basis voor sociale interactie, maar ook voor schoolsucces (Roulstone et al., 2011; Spencer & Slocum, 2010; Spencer et al., 2017), de ontwikkeling van geletterdheid (o.a. Catts, Fey, Zhang, & Tomblin, 1999; Snow, Burns, & Griffin, 1998; Snow, 2016) en voor leren in algemene zin (Alexander, 2013). Hoewel het belang van mondelinge taalvaardigheid algemeen wordt erkend en benadrukt, krijgt het een beperkte rol in onderzoek en onderwijs.
Dit geldt voor zowel luisteren, spreken als gesprekken. Als mogelijke redenen worden genoemd dat er dikwijls vanuit wordt gegaan dat mondelinge taalvaardigheden zich natuurlijk en vanzelfsprekend ontwikkelen bij leerlingen in het reguliere basisonderwijs.
Studies naar ontwikkeling van en onderwijs in mondelinge taalvaardigheid richten zich dikwijls op onder andere jonge kinderen (voorschools), tweedetaalleerdes of kinderen met (taal)leerproblemen. Recente (overzichts)studies proberen bij te dragen aan het vullen van deze lacune (o.a. Bourdeaud’hui et al., 2018; Dobinson & Dockrell, 2021; Würth et al., 2019).
Uit de huidige review blijkt dat expliciete aandacht voor instructie in deelvaardigheden van mondelingentaalvaardigheid nodig is en ook effectief kan zijn. Hoewel in de review
afzonderlijk wordt ingegaan op de vaardigheden luisteren, spreken en gesprekken, is het van belang te realiseren dat deze vaardigheden sterk met elkaar en andere taalvaardigheden samenhangen. Bovendien wordt er bij alle vakken een beroep gedaan op deze vaardigheden.
Een belangrijke kanttekening bij deze overzichtsstudie is dat slechts is ingegaan op domeinspecifieke kenmerken van effectieve instructiecomponenten. Een aantal
componenten dat daarbij naar voren kwam, is algemener van aard. Doelgericht werken (spreken), ruimte bieden voor interactie en zorgen voor een (veilig) luister- en spreekklimaat zijn daar voorbeelden van. In deze review is niet eerst een kader geschetst van algemeen, goed onderwijs zoals Janssen en Van Weijen (2017) deden in de review over schrijfonderwijs in het kader van Peil.Onderwijs. Bij het onderzoek naar onderwijs in mondelinge
taalvaardigheid is het belangrijk ook rekening te houden met deze meer algemene of voorwaardelijke aspecten van goed onderwijs. De huidige review biedt aanknopingspunten voor domeinspecifieke aandachtspunten, gebaseerd op internationaal gepubliceerde studies die veelal niet zijn uitgevoerd in de Nederlandse onderwijspraktijk. Hoewel op basis van de studies geen inschatting is te maken in hoeverre onderwijssysteem of taalgebied mogelijk
39 een rol zouden kunnen spelen, lijken de beschreven componenten ook goed toepasbaar op de Nederlandse onderwijspraktijk.
Samenvattend, deze review benadrukt het belang van aandacht voor luisteren, spreken en gesprekken in het onderwijs. Er is (expliciete) instructie nodig, want leerlingen zullen deze vaardigheden niet vanzelfsprekend uit zichzelf ontwikkelen. Het is daarom belangrijk goed te kijken hoe het onderwijsaanbod wordt vormgegeven en in hoeverre hierin ook wordt
gedifferentieerd. Luister-, spreek- en gespreksvaardigheid zijn complexe vaardigheden waarbij diverse factoren een rol spelen. Zicht op deze factoren bij verschillende leerlingen helpt bij het bepalen van een meer passend onderwijsaanbod.
40
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