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Oracy is the disciplined art of speaking and listening—where thinking, language, expression, and collaboration come together to shape understanding and communication. It includes both verbal and non‑verbal elements and spans a variety of interactions, from formal presentations to collaborative discussions (Chris Quigley Education, 2025). It is one of the most overlooked yet essential disciplines in education. While literacy and numeracy often dominate educational priorities, oracy is increasingly recognised as the key to unlocking deeper learning, critical thinking, social mobility, and employability across all subject areas. Despite its importance, oracy continues to receive limited attention in many curricula worldwide.
In this blog, we will explore the benefits of oracy, the research supporting its integration into classroom practice, and how teachers can make it an integral part of the curriculum.
The Importance of Oracy
Much like literacy and numeracy, oracy is a foundational aptitude underpinning success across the curriculum. Robin Alexander (2008) defines oracy as the ability to use spoken language for a wide range of purposes, including explanation, reasoning, and social interaction. He argues that "dialogic teaching"—teaching emphasising discussion and dialogue rather than rote learning—can significantly enhance student outcomes. Similarly, Neil Mercer's research on "exploratory talk" demonstrates how collaborative dialogue in the classroom can develop students' reasoning talents, problem-solving abilities, and social interactions (Mercer & Littleton, 2007).
Oracy and Academic Success
The link between oracy and academic achievement is well established in the literature. Research by Lauren Resnick and colleagues in the United States highlights how "Accountable Talk"—structured classroom dialogue—leads to improved learning outcomes in subjects such as mathematics and literacy (Resnick et al., 1995). These findings are echoed in the UK, where oracy initiatives like Voice 21 show that students who are encouraged to articulate their thoughts through structured talk develop deeper understanding and retain knowledge more effectively (Voice 21, 2020).
In Singapore, Afitska (2017) demonstrated that oral language instruction significantly enhances English language proficiency and overall academic performance, proving that oracy is not only beneficial for communication but also for subject-specific achievement. The Cambridge Primary Review (Alexander, 2010) also argues that oracy is essential for knowledge retention and higher-order thinking skills, suggesting that speaking and listening should be central to learning across all subjects, from science to the arts.
Oracy and Social Mobility
In addition to improving academic outcomes, oracy plays a vital role in promoting social mobility. Research by the Sutton Trust (2014) shows that students with strong verbal reasoning skills are more likely to succeed academically and professionally, yet many students from low socio-economic backgrounds lack access to quality spoken language education.
Voice 21’s work focuses on closing the "oracy gap" for disadvantaged students, providing them with the communication tools they need to succeed in both education and life. Their research demonstrates that when schools invest in developing oracy, it can significantly boost the confidence and academic performance of students from underprivileged backgrounds (Voice 21, 2020). In India, Desai (2019) found that structured oracy opportunities for rural students not only improved their confidence but also opened pathways to higher education and employment, thereby enhancing social mobility.
Oracy and Employability
Employers worldwide consistently rank communication as one of the top skills required for employability (CBI, 2019). In today's globalised economy, the ability to articulate ideas clearly, collaborate effectively, and engage in constructive dialogue is critical for career success. Research by Lawton et al. (2019) underscores that oracy skills are essential for teamwork, leadership, and innovation—key competencies for the 21st-century workplace.
In the United Kingdom, Bernstein’s (1971) theory of elaborated and restricted codes explains how the ability to use formal, complex language (elaborated code) is closely linked to access to higher-status jobs and educational opportunities. By equipping students with strong oracy skills, schools are providing them with cultural capital that is transferable to professional and social contexts.
In Finland, which consistently ranks as one of the top-performing educational systems globally, oracy is seen as a crucial part of lifelong learning (Sahlberg, 2015). The Finnish National Curriculum integrates oral communication into all areas of the curriculum, ensuring that students develop not only academic knowledge but also the ability to engage in critical, meaningful conversations.
Oracy as Cultural Capital
Pierre Bourdieu’s concept of cultural capital—the non-financial social assets that promote social mobility—helps us understand the transformative potential of oracy, particularly for students from disadvantaged backgrounds who may not have access to the same linguistic resources as their peers.
As Bernstein (1971) noted, access to formal language is often a marker of social class and privilege. By embedding oracy into the curriculum, schools can provide all students with the tools to access higher education and professional opportunities. In this sense, oracy is not just an aptitude for academic success but a form of cultural capital that can help level the playing field for students from diverse backgrounds.
Practical Strategies for Embedding Oracy
Given the broad-ranging benefits of oracy, how can teachers integrate it into daily classroom practice? Drawing on the extensive research of Robin Alexander, Neil Mercer, and Voice 21, here are some practical strategies for embedding oracy across the curriculum:
Dialogic Teaching: Encourage open-ended questions and classroom dialogue where students are required to think critically, articulate their thoughts, and build on the ideas of others (Alexander, 2010).
Exploratory Talk: Structure group work and collaborative learning activities that promote exploratory talk, where students engage in constructive dialogue, ask questions, and offer explanations (Mercer & Littleton, 2007).
Oral Presentations: Incorporate regular opportunities for students to present their ideas formally, whether through speeches, debates, or group presentations. This helps to build confidence and fluency in public speaking (Voice 21, 2020).
Talk Partners: Pair students with a partner to discuss ideas before writing tasks or solving problems. This encourages all students to articulate their thoughts and share ideas with their peers.
Vocabulary Development: Explicitly teach and model rich, varied vocabulary across all subjects. Encourage students to use subject-specific language and explore new words through structured talk activities.
Ground Rules for Talk: Establish clear ground rules for classroom talk, such as respecting others’ contributions, giving reasons for opinions, and listening actively. These rules help create a safe environment for all students to participate in meaningful dialogue (Voice 21, 2020).
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Conclusion
Oracy is a powerful yet underutilised discipline in education that offers students a wide range of benefits. From improving academic achievement to fostering social mobility and employability, oracy equips students with the tools they need to succeed in both education and life. At Chris Quigley Education, we believe oracy must be given the same priority as literacy and numeracy in the curriculum. By embedding oracy into classroom practice, teachers can unlock student potential, build critical thinking skills, and provide all students with the cultural capital necessary to thrive in a rapidly changing world.
References
Alexander, R. J. (2008). Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
Alexander, R. J. (2010). Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. Abingdon: Routledge.
Bernstein, B. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge.
CBI (2019). Getting Young People Work Ready: The Role of Employers and the Education System. London: Confederation of British Industry.
Desai, M. (2019). Oracy and Language Learning in Rural India: The Impact on Educational Outcomes. Educational Review, 71(4), 457-478.
Lawton, A., et al. (2019). The Future of Skills and Lifelong Learning. Government Office for Science.
Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children's Thinking: A Sociocultural Approach. London: Routledge.
Resnick, L. B., et al. (1995). Accountable Talk: Instructional Dialogue That Builds the Mind. Learning Research and Development Center, University of Pittsburgh.
Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?. New York: Teachers College Press.
Sutton Trust (2014). What Makes Great Teaching?. Available at: https://www.suttontrust.com/
Voice 21 (2020). The Oracy Imperative: Transforming Teaching & Learning through Talk. London: Voice 21.
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