They say that trends and interests in education follow cyclical patterns, bringing either the unwelcome return of a fad or the timely resurgence of a crucial educational component. ‘Oracy’ is one of those recurring trends that ebbs and flows over time, and in 2023, it seems to be back in the spotlight. The term has found its way into speeches by Keir Starmer, various policy think pieces, and has sparked increased Google searches in the UK.
However, the challenge with oracy, like many education-related terms, lies in the diverse interpretations it evokes. Well-intentioned politicians may have different perceptions of oracy compared to busy teachers, leading to potential disagreements and confusion. So, what exactly is oracy?
Coined by academic Andrew Wilkinson in the 1960s with a deliberate emphasis, oracy was introduced as a counterpart to the prioritization given to ‘literacy’ and ‘numeracy.’ Experts in the field, including Robin Alexander and Neil Mercer, describe oracy as the development of speech skills to express thoughts and communicate effectively in education and life.
The Education Endowment Foundation expands on oral language approaches, encompassing targeted reading aloud, vocabulary extension, structured questioning for reading comprehension, and purposeful, curriculum-focused dialogue and interaction.
The challenge arises from the multitude of definitions, descriptions, and practices associated with oracy, leading to a lack of clarity. Terms such as ‘spoken language,’ ‘talk,’ ‘oral development,’ ‘communication skills,’ and more are often used interchangeably. The issue is further complicated by the different meanings of oracy in early years versus secondary school settings.
Robin Alexander points out the complexity of ‘oracy’ by noting that talk is an area of classroom learning where familiar distinctions break down. Without careful consideration, oracy might become an umbrella term for everything in the classroom, potentially diluting its impact.
For oracy to make a positive difference in teaching and learning, clarity is crucial. Clear definitions, principles, and practices are needed to avoid falling back on habits, assumptions, and stereotypes. Teachers, who make countless choices related to oracy in their classrooms each week, require support to establish clear parameters for effective oracy practices, whether in English classrooms for argumentation or in mathematics for reasoning.
The success of oral language interventions, such as NELI (The Nuffield Early Language Intervention), suggests that oracy can contribute to educational achievement, especially for disadvantaged students. However, translating oracy as policy into tangible classroom practices necessitates clear guidance and support for teachers to make informed choices. The key question remains: What is oracy anyway?
For further reading, some valuable freely available sources are recommended.