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Supporting Classroom Inclusion: An Oracy Approach to Catalyse Learning Scientific Vocabulary https://doi.org/10.17863/CAM.124738 Strawbridge, Benjamin Winterbottom, Mark Understanding technical vocabulary is crucial for learning secondary science. Whilst all students may encounter challenges whilst learning technical vocabulary, those who are learning English may encounter additional challenges due to the language barrier posed by English-as-a-medium-of-instruction schooling in England. As this area of study is under researched, this thesis presents a case study of a Year 8 mixed-attainment science class in a secondary school in the East of England, with a focus on students who use English as an Additional Language (EAL). This study seeks to understand their experience of using an oracy-based, whole-class intervention programme, designed to support their learning of technical vocabulary in the secondary science classroom. The oracy-based intervention programme in this study was an adaptation of the Thinking Together approach, which is well-researched as a whole-class intervention programme for promoting effective talk and thinking development. The intervention programme lasted for six weeks, where two participating science teachers were trained to deliver the programme. Data were collected through semi-structured interviews, classroom-based video observations, mind maps, and notes. Data were analysed using thematic analysis and sociocultural discourse analysis. Findings reported how students, including EAL students with a range of English proficiencies, benefitted from using the oracy-based intervention programme in this study, and that Talking Points activities supported students to develop their understanding and use of talk, and understanding of technical vocabulary. It was also found that following the oracy based training and the delivery of the intervention programme, teachers reported improvements in their teaching practice. Comparison of classroom discourse data showed changes in both students’ and teachers’ use of talk at the beginning and near the end of the intervention, where there were more occurrences of signs of exploratory talk during group and whole-class discussions. During this period, talk was also found to promote students’ understanding of technical vocabulary, and analysis highlighted how the design of activities, and the ways in which students engaged with them, also appeared to be of importance for successful learning. Additionally, a range of factors were identified, that were deemed important by teachers and students, for using this oracy-based intervention programme in a secondary science classroom, including considerations for students who are English Language Learners (ELLs). In conclusion, this study provides in-depth understanding of how students, including ELLs, can benefit from the use of an oracy-based intervention to support their learning of technical vocabulary in the context of the secondary science classroom. This study also highlights the benefits for students and teachers in using the Thinking Together approach and Talking Points activities in the secondary science classroom. Further research involving a wider variety of classroom contexts and participating teachers and students, would help understand how best to support both teachers and students. University of Cambridge 2025-01-31 Thesis Doctoral Doctor of Philosophy (PhD) eng https://www.repository.cam.ac.uk/handle/1810/395128 embargo 2027-01-09 https://www.repository.cam.ac.uk/bitstreams/1967626e-2661-4426-a3d8-2cea789ca7c3/download 6cedd6cdcd24ffb7fe0f04c152102296 https://www.repository.cam.ac.uk/bitstreams/6d70037a-0816-4f9c-ac81-eec957532e22/download 87eda9de84448d1f82354d60eee3eb5f http://purl.org/NET/rdflicense/allrightsreserved Vocabulary Oracy Science education EAL