The term 'oracy' was coined in 1965 by a group of scholars led by Andrew Wilkinson. Oracy, as opposed to the art of public speaking (oratory), is the ability to communicate oneself confidently and fluently using correct grammar (Hill, 2021; Willcox, 2023). Wilkinson and his colleagues aimed to bring spoken language to parity with reading and writing. Wilkinson (1970) defines oracy as a layer of language production and reception that comprises speaking (production) and listening (reception). In recent years, this concept has generated momentum and created the growing realisation that schools have a specific responsibility to play in helping students enhance these key skills in spoken forms of interaction as well as in pushing the frontiers of learning itself through speaking and listening actively.
Alexander (2020) describes the reciprocal relationship between communication and learning. He contends that dialogic teaching should include both learning to talk and talking to learn. This means teachers should carefully curate learning episodes that focus on speech structures to develop the ability to talk while also providing opportunities for children to build knowledge and understanding through educational dialogue. According to this viewpoint, fostering oracy is essentially about improving the quality of spoken exchanges in everyday learning. Oracy can therefore be seen of as a means of promoting high quality teaching and learning across the curriculum, an approach expressed in the literature as 'oracy for learning' (Maclure, 1988) and 'oral pedagogy' (Alexander, 2012) or even simply as 'talking' (CERP, 2014; Wegerif & Mercer, 1997).
It is vital when teaching specific oracy skills, that these are taught in discrete lessons and then applied and embedded across the curriculum. For good oracy pedagogy, educators must regularly reference the importance of key strategies such as modelling, giving clear expectations, encouraging students to communicate with one another, and offering regular feedback on what students say and how they say it.
Teachers and students can accomplish this by employing various styles of conversation at various moments throughout the learning process. Alexander suggests a repertoire of five types of teaching talk:
1. Rote: the practise of drilling information and concepts through repetition.
2. Recitation: the collection of knowledge through the use of questions designed to elicit memory.
3. Instructional: instructing students what to do or explaining facts and methods
4. Discussion: an exchange of ideas focused on information sharing and problem resolution.
5. Dialogue: the process of reaching a common understanding through controlled, cumulative dialogues.
Qualitative research imply that oracy may improve students' ability to communicate with greater clarity and effectiveness, particularly those for whom English is not a first language (Akerman & Neale, 2011), or who have Speech, Language, and Communication Needs; it assists in the development of vocabulary (Maxwell, et al., 2015); and 'argumentation' activities can improve students' capacity to build and utilise arguments in class and transfer these skills to other classes (Nohar & Nemet, 2002).
According to Howe and Mercer (2007), collaborative verbal exchanges in peer groups can enhance opportunities for high-quality discussion and negotiation among students. Qualitative research also reveals that great discussion in classes between students and their teachers, or between students and their peers, can help them gain confidence and self-esteem, form relationships with adults and peers, and develop their sense of self and emotional intelligence (Alexander, 2005; Jensen, 2008).
The brain quadruples in size between infancy and adulthood, which is mostly driven by 'synaptogenesis,' the process by which new connections emerge in the brain (Anderson et al., 2001). Talk stimulates these processes and thus plays an important role not just in strengthening students' ability to think, but also in the development of the brain itself (Johnson, 2004). According to Goswami (2015), spoken language plays an important function in promoting memory development in young people.
Numerous studies demonstrate that the spoken language development of socioeconomically disadvantaged children in their first term of nursery school is poorer on average than that of their more advantaged peers as well as their own nonverbal cognitive ability (Locke et al., 2002; Waldfogel & Washbrook, 2010). Additionally, Roulstone et al. (2011) found that a child's capacity to use spoken language has a significant impact on his or her educational performance. As a result, poor spoken language competence can operate as a mechanism for entrenching socioeconomic disparity in education.
Employers prize oracy abilities, which include excellent spoken communication and active listening, since they help to develop effective teamwork, negotiation, and decision-making. Strong oracy skills transcend cultural divides and improve distant communication as organisations become more diverse and virtual. Outstanding oracy also catapults people into leadership positions since it supports inspiring teams, resolving disputes, and communicating strategic objectives. By honing these abilities, one can confidently navigate the changing professional scene while also increasing employability.
Developing oracy skills gives people a valued voice. These abilities, which include fluent oral expression and attentive listening, enable people to effectively convey their thoughts, opinions, and experiences. One can influence discussions, create connections, and meaningfully participate in a variety of conversations by confidently expressing one's opinions. Having good oracy skills not only improves interpersonal and professional interactions but also empowers people to make significant contributions to larger societal conversations, enhancing both their own lives and those of others around them.
Educational institutions often face pressures to prioritise curriculum content and prepare students for standardised assessments. This can result in limited time and resources dedicated to developing oracy skills, as well as a focus on content delivery rather than fostering effective communication.
Teachers may not have received adequate training in oracy education strategies and may lack confidence in incorporating them into their teaching practices. Limited professional development opportunities and a lack of familiarity with evidence-based approaches can hinder successful oracy strategy implementation.
Large class sizes and time constraints can limit opportunities for meaningful oral interactions. Limited student engagement and participation can be a challenge when trying to foster a culture of active listening, respectful dialogue, and critical thinking.
Schools may struggle with limited access to relevant resources, including teaching materials, visual aids, and professional development opportunities. The absence of a supportive ecosystem that prioritises oracy education can impede successful implementation.