ABSTRACT

This chapter is concerned with the development of young people’s spoken language skills and with research that suggests that its development has significant implications for their educational progress and wider social opportunities. It considers the meaning and value of the concept and term ‘oracy’, and describes the relationship between spoken language development and young people’s cognitive development and learning. Discussions of oracy education in the media often focus on presentational public speaking or debating, but using talk in other ways, for example to work effectively in a group, to help someone learn or solve a problem or provide effective instruction or guidance, is also part of oracy. Research in developmental psychology, linguistics and education has given increasing emphasis to the importance of talk in children’s cognitive and social development. Research evidence indicates that children’s home backgrounds vary immensely in terms of the opportunities and encouragement they provide for the development of oracy skills.