The positive outcomes of embedding oracy into the primary setting

Ellen Punter, Teacher, Lecturer; Acting Chair of the English Speaking Union, Ouse Valley Branch, UK Introduction ‘Children should be seen and not heard.’ This 15th-century proverb was introduced by John Mirk (The Phrase Finder, 2021) and it reappeared, repurposed, during early Victorian times when children were expected to behave like silent little adults. This expression no longer resonates today as parents, from the beginning of a child’s life, talk to their child, listening eagerly for the child to respond. Babies listen first and then engage verbally, commentating on what is around them (Britton, 1974). So why does the emphasis on children’s oracy wane over the years? This perspective article reflects on some of the historical and current emphases that experts have placed on the importance of teaching oracy in schools, and demonstrates that it is still being redefined and reintroduced today. It examines the outcomes for students when teachers are supported in embedding