Is every teacher a teacher of oracy?

Abstract

In this article I argue that oracy is disciplinary: it has both generic and subject-specific dimensions that need to be taught explicitly. As such, every educator has a responsibility for teaching students the oracy skills they need in their subject domain; and providing them with the opportunity to practise using them. It cannot be hidden within a single department (e.g. treated as part of 'English' only), or treated as an add-on (e.g. 'academic skills', taught a-contextually and without relation to subject-experts).