Oral Language
What is it?
Whether you refer to spoken language, oral language, speaking and listening or oral communication, you are also referring to oracy. Whilst oracy may sound like a new term to replace these more familiar names, it was first used over fifty years ago to refer to ‘the development and application of a set of skills associated with effective spoken communication.’ Wilkinson, A. (1968) ‘Oracy in English Teaching’, Elementary English, 45 (6), 743- 747 (744).
Oracy has two dimensions:
- Learning to talk, and
- Learning through talk
These dimensions can be supported through structures including the use of discussions, presentations, debates, performances and role play. This wide range of structures reflects the nature of oracy as skills that can be exploratory; as in the case of discussions where speakers shape and adapt their thinking through conversation, and polished; as in the case of presentations or performances.
Oracy is not about stand-alone speaking and listening activities but an approach that is embedded in planning, teaching and learning. It is a key aspect of literacy that impacts on reading and writing, and as such it brings together, and promotes, a range of other literacy skills including vocabulary knowledge, levels of formality and grammar. Ensuring that teachers model language use through interactions such as shared reading and talking about texts is a useful way to ensure that spoken language is embedded in literacy teaching.
Because oracy is one of the foundations of literacy, some children, whether they be English Language Learners or children who are struggling to acquire spoken language skills, will require targeted intervention to improve their oracy. Intervention for these children is vital if they are to achieve as highly as possible.
What does the research show?
There is considerable research evidence to show that children achieve more highly when they have opportunities for talk. This being the case, Robin Alexander (2009) concluded that we should “Make a concerted effort to ensure that language, particularly spoken language, achieves its full potential as a key to cognitive development, learning and successful teaching”.
“Lessons that encourage and organise pupils to talk about their learning are not easy to teach but, if successful, they are highly stimulating for pupils and teachers alike. Teachers require courage, expertise about how pupils learn and determination to engage in this type of pedagogy, particularly in the most challenging classrooms.” Coultas V, 2007 Constructive Talk in Challenging Classrooms. Abingdon: Routledge
Language provides the foundation of thinking and learning and should be prioritised. (Improving Literacy in Key Stage 1 – Education Endowment Foundation, 2020). Purposeful speaking and listening activities support the development of pupils’ language capability and provides a foundation for thinking and communication. (Improving Literacy in Key Stage 2 – Education Endowment Foundation, 2017)
When children in Key Stage 2 with poor reading comprehension received oral language interventions, they made greater progress than they did when receiving reading comprehension interventions. (Snowling et al., 2010) Interventions aimed at improving the spoken language skills of children with delayed language skills in Key Stage 1 have seen progress of up to 18 months in just 10 weeks. (Talk Boost, I CAN report)
