Oracy is the buzz word of the moment, featuring on the School Development Plans of most schools, teachers and leaders thinking critically about how to embed strong practice sustainably in their schools. Great oracy affirms and celebrates differences in communication, where children can express themselves – need, wants, thoughts, curiosities – and be understood fully. This must be inclusive, as if this is not thoughtfully considered, children who are already disadvantaged by our society become further so. In addition, prioritising spoken language skills above different forms of communication excludes those who communicate differently from the get go.
There are two main aspects to teaching oracy which are:
Learning how to talk: acquiring the linguistic skills and knowledge required to communicate.
Learning through talk: using oracy as a pedagogical tool for improving learning – this includes both learner activities that incorporate speaking and listening and the methods, strategies, and techniques used by teachers to promote oracy.
Oracy Cambridge and Voice 21 – oracy advocacy organisations – have created a framework for the teaching of oracy in UK schools. This framework breaks down oracy skills into 4 areas: physical, linguistic, cognitive and social emotional. These support educators to understand the make-up of good speaking and listening across different contexts (Voice 21, 2023).
Whilst these frameworks are immeasurably helpful in categorising speaking and listening skills, and designed to be inclusive, if not considered through diverse lenses, we are at risk of not meeting the needs of many EAL learners and those whose heritage is not White British, and furthermore those who sit at a range of intersections of social disadvantage whose lived experiences of “oracy” may differ.
So, what considerations might we need to think about when teaching these oracy skills in a multilingual, diverse classroom?
It is important to carefully consider how children from a range of cultures, countries and first languages access, understand and develop oracy. If teachers and leaders do not have strong cultural intelligence around this, we are setting up some learners to fail and further disadvantage through our practice. Adaptive teaching and a range of pedagogical approaches are needed, supplemented by further intervention and specialist speech and language support for some.
Remember, language is deeply tied to identity, heritage, and belonging. Across global cultures, there’s a myriad of differences in:
- Tone - Volume - Speed of speech - Eye contact - Use of pauses and silence - Facial expressiveness - Emotional expressiveness - Self-disclosure - Formality - Directness - Orientation to self or others
An example of this is that some cultures may regard direct eye contact essential for effective communication whereas others may regard it as disrespectful (Hasanova, 2024). This means we must move away from the idea that there is one “right” way to speak and toward a model of linguistic dexterity – this being flexible, skilled and agile use of language to communicate effectively. This linguistic dexterity would include the ability to adapt tone, volume and use of appropriate language across a range of contexts.
Tips for teachers:
Words, words, words
The size of a child’s vocabulary is a strong predictor of both academic attainment and wellbeing in later life (Voice 21). Teachers must carefully and deliberately teach vocabulary, tier 2 and tier 3 words and create classrooms where pupils can interact with a diverse, wide-ranging and complex range of vocabulary.
Develop a sense of belonging
Building a classroom culture where multilingual learners feel they belong is imperative if we want them to feel psychologically safe enough to take risks in a new language. We can do this compassionately through normalising spoken language mistakes, different accents, respectfully asking for repetitions and recognising that it can be challenging for everyone sometimes to say new words and sound combinations. As a teacher, we can model this by showing curiosity about our learners’ own languages and getting them to teach us new words (and see us struggle too!). For EAL pupils, their home language is a cognitive superpower, not a barrier.
Educate yourself
Learn about the heritages, languages and cultural norms which make up your cohort. Differing cultures may have different communication norms and expectations so it is vital we first recognise these differences and then adjust our communication strategies accordingly. Being respectful, open-minded and empathic can help us foster more inclusive classrooms, where everyone feels welcome and understood. Be careful not to default to western norms of speaking, Be sure to differentiate between Standard English and correctness. Standard English refers to a style of language used in formal writing and certain professional settings in England, rather than the only correct way to speak.
Consider intersectionality: SEND pupils
Intersectionality describes how various political and social identities — such as race, gender, class, sexuality, and disability — layer and intersect to create unique lived experiences of discrimination or privilege. Pupils with speech and language difficulties, deaf pupils, autistic pupils and neurodivergent pupils who are also EAL or Global Majority may sit at an intersection where they access and understand oracy in different ways, so it is important to be adaptive when developing talk in classrooms. Visuals, talking frames, stem sentences, tools which allow them to respond not just through talk are really helpful.
Give thinking time
Thinking time is vital in strong oracy pedagogy – this allows children to fully process their responses, formulating more articulate responses. This acts to boost participation beyond a few confident speakers. Thinking time should be silent.
Ultimately, great oracy goes beyond encouraging strong academic attainment; it is a social leveller, an instrument to develop empathy and understanding of others and most importantly, a tool for children to keep themselves in an ever-changing world.
Read more about how to embed oracy in your school in this blog by Emma Warsop, Assistant HT at Streatham Wells Primary School.
