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Journal articles on the topic 'Oracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Kaldahl, Anne-Grete, Antonia Bachinger, and Gert Rijlaarsdam. "Oracy matters. Introduction to the special issue on oracy." L1 Educational Studies in Language and Literature 19, Running Issue, Running Issue (July 2019): 1–9. http://dx.doi.org/10.17239/l1esll-2019.19.03.06.

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2

Dragomir, Isabela-Anda, and Brândușa-Oana Niculescu. "Oracy in the 21^st Century – Developing Speaking Competence for Real World Interactions." International conference KNOWLEDGE-BASED ORGANIZATION 28, no. 2 (June 1, 2022): 148–53. http://dx.doi.org/10.2478/kbo-2022-0063.

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Abstract Communication is a fundamental skill for the existence and survival of societies. In the learning of a foreign language, classroom practice should focus with priority on developing communicative skills. Oracy, a term coined by Andrew Wilkinson in 1965, is defined as the ability to express oneself efficiently, effectively, and fluently. Having strong oracy skills involves the capacity to structure one’s thoughts in a way that is comprehensible to others, and accurate control of both vocabulary and grammar, in order to transmit a clear message. In the same way that literacy is essential for reading and writing, oracy is necessary for becoming a good speaker and listener. This paper will define oracy as a language teaching strategy, establish an oracy framework, and detail on oracy subskills. The practical part takes a pedagogical approach to the concept of oracy and underlines its importance in the teaching of a foreign language by integrating oracy skills and sub-skills in an applied discussion exemplified by concrete classroom practice.

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3

Butler, Katharine G. "From Oracy to Literacy." Topics in Language Disorders 20, no. 1 (November 1999): 14–32. http://dx.doi.org/10.1097/00011363-199911000-00004.

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4

Heron, Marion. "Making the case for oracy skills in higher education: practices and opportunities." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 5–21. http://dx.doi.org/10.53761/1.16.2.2.

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In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.

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5

Wortley, Beatrice, and Valerie Love. "A year's work on oracy." Research in Education 45, no. 1 (May 1991): 69–75. http://dx.doi.org/10.1177/003452379104500107.

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6

Erler, Lynn. "Literacy and Second Language Oracy." System 38, no. 2 (June 2010): 339. http://dx.doi.org/10.1016/j.system.2010.03.008.

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7

Ferst, Phillipa. "Orienting Oracy: empowerment or enslavement." Journal of Further and Higher Education 23, no. 2 (June 1999): 257–67. http://dx.doi.org/10.1080/0309877990230209.

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8

Shakhsi Dastgahian, Elahe, Marianne Turner, and Janet Scull. "Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy." RELC Journal 51, no. 3 (June 13, 2019): 412–26. http://dx.doi.org/10.1177/0033688219845932.

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Despite the recent emphasis on oral English language proficiency in the Iranian education system, the teaching of oral communication remains a challenge for secondary school English language teachers. In this article, we suggest that this, in part, relates to the continued emphasis on literacy practices. The article explores the approach taken by three Iranian junior high school English language teachers to teaching oracy during a summer school task-based intervention. Data were gathered through observations and interviews, and third generation activity theory from Engeström (1996; Engeström 2001) was used to analyse teachers’ practices. Findings revealed that, while trialling aspects of task-based pedagogies, the teachers’ attention to oracy increased. However, they retained a strong traditional focus on literacy teaching, which had an effect on their approach to oracy and also appeared to constrain their movement towards less-controlled spoken language. This small-scale study offers insights into approaches to oracy teaching while employing task-based pedagogies in foreign language contexts like Iran. In this context, English literacy has been the historical focus, the Roman alphabet is new for the students, and there is often limited exposure to oracy practices outside the classroom context (Sadeghi and Richards, 2015).

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9

Saracho, Olivia N., and Bernard Spodek. "Oracy: social facets of language learning." Early Child Development and Care 177, no. 6-7 (August 2007): 695–705. http://dx.doi.org/10.1080/03004430701377540.

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10

Fenwick, Geoff. "Poetry: A Suitable Vehicle for Oracy." Reading 29, no. 2 (July 1995): 27–30. http://dx.doi.org/10.1111/j.1467-9345.1995.tb00145.x.

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11

Kaldahl, Anne-Grete. "Assessing oracy: Chasing the teachers’ unspoken oracy construct across disciplines in the landscape between policy and freedom." L1 Educational Studies in Language and Literature 19, Running Issue, Running Issue (July 2019): 1–24. http://dx.doi.org/10.17239/l1esll-2019.19.03.02.

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12

Brochier, Christophe. "Oracy Nogueira, entre São Paulo et Chicago." Revue européenne des sciences sociales, no. 1 (October 15, 2011): 179–208. http://dx.doi.org/10.4000/ress.900.

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13

Cavalcanti, Maria Laura Viveiros de Castro. "Oracy Nogueira: esboço de uma trajetória intelectual." História, Ciências, Saúde-Manguinhos 2, no. 2 (October 1995): 119–34. http://dx.doi.org/10.1590/s0104-59701995000300009.

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14

Vaish, Viniti. "Questioning and oracy in a reading program." Language and Education 27, no. 6 (November 2013): 526–41. http://dx.doi.org/10.1080/09500782.2012.737334.

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15

Tailor, Bhavini. "Rhetoric and Oracy in the Classics Classroom." Journal of Classics Teaching 17, no. 33 (2016): 14–21. http://dx.doi.org/10.1017/s2058631016000064.

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How many interactions do you have with students on a daily basis? In these interactions do you lead the conversation or do the students? Do students in your classes have the confidence to speak rather than listen? This is what this article is about: giving your students the ability to confidently assert their opinions and ideas. Classical subjects are some of the few subjects where students learn about rhetoric, what it is and how the ancients used it; yet they often do not necessarily know how to use rhetoric or employ rhetorical skills themselves. Most students, who have taken a Classical subject, will consider the term rhetoric to be connected with the sorts of rhetorical devices common in Cicero and speeches in Greek drama. However, rhetoric is used by everyone. Rhetoric is found everywhere in every type of communication, and it is almost impossible to escape from it. Rhetoric embodies everyday communication skills, how we speak, what we write, the debate in a discussion, how we present ourselves in meetings, how we teach and our online presences on Facebook, Twitter and Linkedin. Rhetoric is a useful skill and at the heart of the concept is the ability to express oneself effectively orally and in writing; what are more commonly known as communication skills. Oracy is part of everyday rhetoric: it encompasses how we are communicating with our intended audience and others around us through spoken language, body language and gestures.

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16

Adam, Ian. "Oracy and Literacy: A Post-Colonial Dilemma?" Journal of Commonwealth Literature 31, no. 1 (March 1996): 97–109. http://dx.doi.org/10.1177/002198949603100108.

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17

Santiago-Garabieta, Maite, Lourdes Villardón-Gallego, Rocío García-Carrión, and Elena Duque. "The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079894.

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The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed.

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18

Henshaw, Pete. "Oracy education must be a priority for schools." SecEd 2021, no. 2 (May 2, 2021): 1–3. http://dx.doi.org/10.12968/sece.2021.2.1.

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The speaking skills of some pupils have been affected by national lockdowns, especially among our Pupil Premium cohort. Campaigners are urging government and schools to put oracy at the heart of recovery

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19

Brooks, Greg. "The Value and Purpose of APU Oracy Assessment." English in Education 23, no. 2 (June 1989): 87–93. http://dx.doi.org/10.1111/j.1754-8845.1989.tb00055.x.

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20

Evans, Roy, and Deborah Jones. "Perspectives on oracy—towards a theory of practice." Early Child Development and Care 177, no. 6-7 (August 2007): 557–67. http://dx.doi.org/10.1080/03004430701424938.

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21

Daniels, Karen, and Roberta Taylor. "Oracy and education: perspective shifts and policy tensions." Literacy 56, no. 3 (September 2022): 189–90. http://dx.doi.org/10.1111/lit.12295.

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22

Haworth, Avril. "The Re-positioning of Oracy: A millennium project?" Cambridge Journal of Education 31, no. 1 (March 2001): 11–23. http://dx.doi.org/10.1080/03057640125280.

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23

Kerslake, Laura, and Sarah Rimmington. "Sharing talk, sharing cognition: philosophy with children as the basis for productive classroom interaction." Problemy Wczesnej Edukacji 36, no. 1 (February 21, 2017): 21–32. http://dx.doi.org/10.5604/01.3001.0010.1995.

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Taking the linguistic turn requires an examination of the relationship between thought and language: starting with Wittgenstein, we draw out the implications of expressing thought in a jointlyconstructed system of meaning. We then examine the relationship between thought and language in a pedagogical context by drawing on the practice of philosophy with children in the classroom, identifying key skills which are important in the development of meaningful classroom interaction, connecting this to philosophy with children practice. We go on to explore the consequences of educational attainment for those children who enter school with impoverished language, referring to a number of key studies, including our own, which highlight the detrimental effects not only on children’s outcomes at school, but also their ability to become equal inhabitants of a linguistic space. Therefore we argue that a focus on oracy skills crucially underpins wider outcomes. We conclude by looking at ways in which oracy skills can be developed in the classroom, arguing that although there are other techniques for developing oracy skills in the classroom, philosophy with children provides the most comprehensive way of doing this.

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24

Kenny, Lawrence. "Mapping Early Speech: Prescriptive Developmental Profiles for Very Remote Aboriginal Students in the First Two Years of School." Australian Journal of Indigenous Education 40 (2011): 40–47. http://dx.doi.org/10.1375/ajie.40.40.

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This article examines the issues surrounding the mapping of the oral language development of Standard Australian English (SAE) in the early school years of remote and very remote Aboriginal education in the Northern Territory (NT). Currently, teachers in this context have 2 mandated documents as guides that chart the development of SAE oracy. However, a close inspection of both documents demonstrates an incomplete view of English oracy for this unique education and linguistic context within the broader Australian social milieu. A detailed profile of emerging English oracy is not captured by current profiles that do not recognise the influences of homeland Aboriginal language groups on the acquisition of SAE. A more detailed emergent SAE oral profile can be constructed from existing oral SAE language samples. These samples have been collected by the NT Department of Education and Training (NT DET) from 6-year-old children participating in the Indigenous Language Speaking Student (ILSS) program. The development of an emergent oral SAE profile will be an extremely useful adjunct for the 2 existing documents. This article is a preliminary mapping of the issues with current SAE oral language profiles for remote and very remote Aboriginal school children.

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25

Beaumont, Natasha Elizabeth. "Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners." Education Sciences 12, no. 12 (December 11, 2022): 905. http://dx.doi.org/10.3390/educsci12120905.

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Literacy pedagogy that integrates oracy, poetry and embodiment can foster children’s language development in multiple ways: (1) oracy is foundational to children’s emergent literacy as writing extends from oral language, (2) poetry uses rhythm and rhyme to support letter-recognition and the learning of phonemes and morphemes, (3) embodiment and roleplay provide semiotic support and opportunities for expressive and receptive communication. This article shares findings from a phenomenological case study investigating how literacy pedagogy that integrated oracy, poetry and embodiment impacted three additional language students aged 6. A series of weekly literacy classes in a school in Sydney’s multicultural western region were observed and recorded on video. This instrument was able to capture ‘micro-moments’ of learning between peers, depicting how physicalisation and the use of rhythm and rhyme effectively engaged students whose first language was not used in the classroom. Using a hermeneutic phenomenological approach to data analysis, case study findings revealed that embodied explorations of poetry immersed participants socially and imaginatively whilst pushing them beyond their additional language comfort zone. The pedagogy was also shown to increase comprehension and support the acquisition of new vocabulary.

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26

Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

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27

Beckett, Margaret. "Book Review: An introduction to oracy: frameworks for talk." Child Language Teaching and Therapy 15, no. 2 (June 1999): 186–87. http://dx.doi.org/10.1177/026565909901500212.

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28

Packwood, Angie. "The talk lady: Reflections on the National Oracy Project." Education 3-13 19, no. 2 (June 1991): 12–16. http://dx.doi.org/10.1080/03004279185200151.

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29

Jones, Deborah. "Talking about talk: reviewing oracy in English primary education." Early Child Development and Care 187, no. 3-4 (August 17, 2016): 498–508. http://dx.doi.org/10.1080/03004430.2016.1211125.

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30

Nichol, Jon, and Katherine Andrews. "Oracy-Dialogics through the lens of the Cambridge primary review." Education 3-13 46, no. 6 (June 21, 2018): 620–35. http://dx.doi.org/10.1080/03004279.2018.1483798.

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31

Hewitt, Roger, and Moira Inghilleri. "Oracy in the Classroom: Policy, Pedagogy, and Group Oral Work." Anthropology Education Quarterly 24, no. 4 (December 1993): 308–17. http://dx.doi.org/10.1525/aeq.1993.24.4.04x0062j.

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32

Dunmore, Stuart S. "Transatlantic Context for Gaelic Language Revitalisation." Studia Celtica Posnaniensia 5, no. 1 (December 1, 2020): 1–20. http://dx.doi.org/10.2478/scp-2020-0001.

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Abstract The notion of the ‘new speaker’, and its salience particularly in relation to minority language sociolinguistics, has become increasingly prevalent in the last decade. The term refers to individuals who have acquired an additional language to high levels of oracy and make frequent use of it in the course of their lives. Language advocates in both Scotland and Nova Scotia emphasise the crucial role of new speakers in maintaining Gaelic on both sides of the Atlantic. As a result, Gaelic language teaching has been prioritised by policymakers as a mechanism for revitalising the language in both polities. This article examines reflexes of this policy in each country, contrasting the ongoing fragility of Gaelic communities with new speaker discourses around heritage, identity, and language learning motivations. Crucially, I argue that challenging sociodemographic circumstances in Gaelic communities in Scotland and Nova Scotia contrast with current policy discourses, and with new speaker motivations for acquiring higher levels of Gaelic oracy in North America.

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33

Lynch, Wendy, and Stephen Clarke. "The role of the classroom computer in the promotion of oracy." Research in Education 58, no. 1 (November 1997): 1–9. http://dx.doi.org/10.1177/003452379705800101.

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34

Thompson, Connie A., Holly K. Craig, and Julie A. Washington. "Variable Production of African American English Across Oracy and Literacy Contexts." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 269–82. http://dx.doi.org/10.1044/0161-1461(2004/025).

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Many African American students produce African American English (AAE) features that are contrastive to Standard American English (SAE). The AAE-speaking child who is able to dialect shift, that is, to speak SAE across literacy contexts, likely will perform better academically than the student who is not able to dialect shift. Method: This investigation examined the AAE productions of 50 typically developing African American third graders across three language contexts—picture description, oral reading of SAE text, and writing. Results: All participants produced AAE during picture description. A downward shift in contrastive AAE features was evident between spoken discourse and the literacy contexts. More students produced more AAE features during picture description than writing. Both morphosyntactic and phonological features characterized the picture description context. Phonological features predominated during oral reading. In contrast, morphosyntactic features were the most dominant feature in writing. Clinical Implications: The findings are discussed in terms of dialect-shifting abilities of African American students and the role of writing as a special context to support their entry into dialect shifting.

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35

Coles, Jane. "Strategic voices? Problems in developing oracy through ‘interactive whole‐class teaching’." Changing English 12, no. 1 (April 2005): 113–23. http://dx.doi.org/10.1080/1358684052000340506.

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36

Coultas, Valerie. "Revisiting Debates on Oracy: Classroom Talk – Moving Towards a Democratic Pedagogy?" Changing English 22, no. 1 (January 2, 2015): 72–86. http://dx.doi.org/10.1080/1358684x.2014.992205.

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37

Shirakawa, Yoko, and Rieko Iwahama. "Oracy and literacy practices in a Japanese kindergarten: a theoretical examination." Early Child Development and Care 179, no. 5 (July 2009): 587–94. http://dx.doi.org/10.1080/03004430701379371.

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38

Doherty, Catherine, Margaret Kettle, Lyn May, and Emma Caukill. "Talking the talk: oracy demands in first year university assessment tasks." Assessment in Education: Principles, Policy & Practice 18, no. 1 (February 2011): 27–39. http://dx.doi.org/10.1080/0969594x.2010.498775.

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39

Butler, Katharine. "West Coast Summit: Oracy to Literacy Education, Practice, and Policy: Introduction." Perspectives on Language Learning and Education 5, no. 1 (May 1998): 19–20. http://dx.doi.org/10.1044/lle5.1.19.

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40

Dunmore, Stuart. "Oracy and Ideology in Contemporary Gaelic: Conceptions of Fluency and its Perceived Decline Subsequent to Immersion Schooling." Journal of Celtic Linguistics 23, no. 1 (January 1, 2022): 35–68. http://dx.doi.org/10.16922/jcl.23.3.

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Notwithstanding the considerable extent of intergenerational disruption within contemporary Gaelic communities in Scotland, the development of national language policy has tended to focus on Gaelic-medium, immersion education (GME) as a means of revitalising the language. Gaelic education is prioritised alongside increasing language use and promoting a positive image of the language in the most recent iteration of the National Gaelic Language Plan (2018–23) as was the case in the two previous Plans (Bòrd na Gàidhlig 2007, 2012). Yet fine-grained and mixed methodological research conducted by the author found extensive evidence that Gaelic tends not to be used to a substantial degree by former GME students, years after their formal schooling is completed. In this article I focus on previously unpublished qualitative data which illustrate understandings of oracy and fluency among interview participants (N=46) and their perceptions of language attrition since attending immersion education in childhood. As the analysis of interview material shows, such demonstrable attrition of Gaelic oracy years after immersion provides clear challenges to current language planning priorities in Scotland.

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41

Hill, Beverley. "It's good to talk: Speaking up for oracy in the management classroom." International Journal of Management Education 19, no. 2 (July 2021): 100462. http://dx.doi.org/10.1016/j.ijme.2021.100462.

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42

Cavalcanti, Maria Laura Viveiros de Castro. "VOZES DE CAMPOS DO JORDÃO, DE ORACY NOGUEIRA, EM TEMPOS DE PANDEMIA." Sociologia & Antropologia 11, spe (2021): 151–55. http://dx.doi.org/10.1590/2238-38752021v11esp7.

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Resumo Escrito no início do primeiro ano da pandemia, em abril de 2020, o artigo relembra a pesquisa precursora de Oracy Nogueira que fez da doença um tema sociológico. Vozes de Campos do Jordão: experiências sociais e psíquicas do tuberculoso pulmonar no Estado de São Paulo, re-editado pela Fiocruz em 2009, resulta de dissertação de mestrado defendida em 1945 na Escola Livre de Sociologia e Política de São Paulo. Nogueira busca, para além das causas orgânicas, as representações, os significados e estereótipos atribuídos à doença que informavam a conduta social segregadora. Do diagnóstico à almejada cura, passando pelo isolamento dos doentes em estação de cura, o estudo desvenda a experiência da doença sob os pontos de vista sociológico e psicológico. O conceito de estigma, mais tarde cunhado por Erving Goffman para dar conta desse tipo de construção da distância social transpira no estudo de Nogueira.

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43

Maybin, Janet. "A critical review of the DES Assessment of Performance Unit’s Oracy Surveys." English in Education 22, no. 1 (March 1988): 3–18. http://dx.doi.org/10.1111/j.1754-8845.1988.tb00251.x.

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44

Macleod, Flora J., Philip Macmillan, and Brahm Norwich. "‘Listening to myself’: improving oracy and literacy among children who fall behind." Early Child Development and Care 177, no. 6-7 (August 2007): 633–44. http://dx.doi.org/10.1080/03004430701379009.

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45

Mah, Adeline Shi Hui. "Oracy Is as Important as Literacy: Interview with Christine C. M. Goh." RELC Journal 47, no. 3 (December 2016): 399–404. http://dx.doi.org/10.1177/0033688216681671.

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46

Daszkiewicz, Michał. "Language conventions — paradoxically — as grounds for EFL students’ (oracy-oriented) personal experience." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 11, 2018): 26–34. http://dx.doi.org/10.20339/phs.5-18.026.

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47

Chiatoh, Blasius Agha-ah. "From Oracy to Literacy in the Classroom: Implications for Mother Tongue-based Bilingual Education in Cameroon." Studies in Linguistics and Literature 5, no. 2 (May 20, 2021): p43. http://dx.doi.org/10.22158/sll.v5n2p43.

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Observation of early childhood education in Cameroon reveals that children on their first day at school have not acquired sufficient oral competence in their L1. They go to school at the age of two when the language acquisition phase is still in its initial stages. The result is systematic separation of the child from the family. Among educated and working families, this separation becomes almost total and communication significantly reduces between parents and their children who are either under the care of the school mistress or that of the caretaker. This has a serious effect on the development of oral communication competencies as an essential phase in language acquisition and learning. In this paper, I examine oral competence in the classroom as an important phase in the successful development of children’s reading and writing skills. Based on the Cameroonian situation, I argue that efficient mother tongue-based bilingual education must consider oracy as a primary link in overall literacy achievement in the classroom. Oracy is presented to have significant cultural, cognitive and pedagogic implications. Accordingly, programmes for the training of trainers should systematically integrate oral mother tongue teaching at all levels for better and improved levels of sustained literacy skills.

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48

Heron, Marion, Doris Dippold, Anesa Hosein, Ameena Khan Sullivan, Tijen Aksit, Necmi Aksit, Jill Doubleday, and Kara McKeown. "Talking about talk: tutor and student expectations of oracy skills in higher education." Language and Education 35, no. 4 (March 23, 2021): 285–300. http://dx.doi.org/10.1080/09500782.2021.1895206.

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Baddeley, Gordon. "La parole et l'écoute. Les travaux du projet national «Oracy» au Royaume-Uni." La Lettre de la DFLM 15, no. 2 (1994): 15–18. http://dx.doi.org/10.3406/airdf.1994.1149.

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Skaftun, Atle, and Åse Kari H. Wagner. "Oracy in year one: a blind spot in Norwegian language and literacy education?" L1 Educational Studies in Language and Literature 19, Running Issue, Running Issue (June 2019): 1–20. http://dx.doi.org/10.17239/l1esll-2019.19.01.09.

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