Talking about talk: tutor and student expectations of oracy skills in higher education

Date
2021-03-23
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
Language and Education
Print ISSN
0950-0782
Electronic ISSN
1747-7581
Publisher
Routledge
Volume
35
Issue
4
Pages
285 - 300
Language
English
Type
Article
Journal Title
Journal ISSN
Volume Title
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Abstract

Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students’ access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills.

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Book Title
Keywords
Oracy skills, ESL students, Disciplinary studies, Metalanguage, Higher education
Citation
Published Version (Please cite this version)