The purpose of this task is for Teacher Candidates to analyse and evaluate an oral language interaction in a school context. Candidates are required to identify key concepts related to classroom oracy and scaffolding learning, and to examine the extent to which their oral language interventions (such as giving instructions, questioning and giving feedback) impact on student responses and learning. The task requires Candidates to consider the following Clinical Practice questions: 1. What evidence is there in the transcript of what the learners know at the beginning of the interaction? By the end of the interaction? 2. What oral language interventions does the Candidate use in the interaction and how did theory and research underpin the rationale for these? 3. How do these interventionist strategies fit within the learning context and the stage/s of the Learning and Teaching Cycle identified? 4. To what extent and in what ways do the Candidate’s interventions scaffold the students’/s’ learning? What is the evidence of this? 5. What can be interpreted from the analysis and how might this impact on the Candidate’s future oral language interventions?