Self-Questioning and Planning of Projects Integrating Oral Literacy at Primary Level

As part of a research project on oral literacy integrated with project-based learning, we accompanied ten primary school teachers in planning projects for their students. Our research objectives were to encourage teachers to question themselves when planning projects, and to use different tools to develop oral literacy within these projects. Before and after a twelve-week coaching period, we conducted interviews to paint a picture of the changes perceived by teachers regarding oral literacy, project-based learning, their ability to self-question when planning projects and to observe the
evolution of oral literacy in their students. In this article, we present the problem, the theoretical
framework, the support system, and some research results based on the analysis of our interviews.