Oracy – or 'speaking and listening' – has become one of the most eagerly-debated ideas in modern education. But where has this idea come from? What are its benefits or negative consequences? This book brings together perspectives from a wide range of practitioners and leading researchers to demystify this widely misunderstood concept.
Oracy ''speaking and listening'' has become one of the most prominent ideas in modern education. But where has this idea come from? Should oracy education be seen as positive, or does it hold unintended consequences? How can problems over definitions, teaching and assessment ever be overcome? This timely book brings together prominent practitioners and researchers to explore the often-overlooked implications of speaking and listening education. It features essays from teachers, school leaders, political advisers and charity heads, and from leading thinkers across the fields of linguistics, political science, history, Classics and anthropology. Together, they consider the benefits and risks of oracy education, place it in global context, and offer practical guidance for those trying to implement it on the ground. By demystifying one of the most important yet contentious ideas in modern education, this book offers a vital roadmap for how schools can make oracy work for all.
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