Show notes
Oracy, alongside literacy and numeracy, is being encouraged in schools. Amy Gaunt, from the charity Voice 21, explains to Michael Rosen how children are learning to talk, and through talk. How does talking about a subject help children learn about it? And how does an oracy rich classroom help the less able as well as the more confident? We also hear from Tia, who went to a school that works with Voice 21. Tia describes her experience with oracy. Produced by Sally Heaven for BBC Audio Bristol, in partnership with the Open University.
Highlighted moments
it was made up by someone called Andrew Wilkinson, who was an academic and an education researcher in 1965, because he wanted to raise the profile of spoken language and listening by creating this sort of equivalence with literacy and numeracy.
“you might be that you're getting children to talk to a partner and then you might say, can you tell me what your partner said instead of just what you thought? So you're building in that expectation they've had to listen”
“I think we need to be really careful when we use the word fluency in relation to oracy, because there are lots of people who are brilliant communicators, but who might not speak fluently. So, for example, someone who stammers might not speak fluently.”
“when we speak, that tells us something about, like, who we are, where we're from, the cultural references that we identify with. I think that there's a risk that you're saying to students there, you know, that way of speaking and by extension, you know, you aren't welcome in the classroom.”
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