Finding a voice—exploring the relationship between speaking and writing with a Year 7 class

Abstract

This essay studies the relationship between students' use of spoken and written language. Drawing on the work of Vygotsky, it investigates how difficulties in handling written structures confidently are reflected in speech, and also how improvements in students' writing lead to more complex thought and speech. Using examples from two students' writing and transcripts of their speech, I consider what connections can be made between the two modes and also whether problems with writing point to wider linguistic difficulties. This leads to a discussion of whether the current genre‐focused approach in the National Curriculum is appropriate to addressing these needs. I conclude that it is helpful in providing both teachers and students with a high level of consciousness about the techniques that lead to good writing and expression, and in turn high level thought.