ABSTRACT
In this chapter, we are concerned with the development of young people’s spoken language skills and with research that suggests that its development has significant implications for their educational progress and wider social opportunities. We first of all consider the meaning and value of the concept and term ‘oracy’. Then we consider the relationship between spoken language development and young people’s cognitive development and learning. Next, we examine the research basis for the view that the development of spoken language should be given explicit and significant attention in school-based education. This is followed by an analysis of the various skills which comprise capability in spoken language use, and we consider how these may be taught in school. We also discuss some implications of this research for educational policy and practice.
