In SecEd’s recent supplement on oracy education and teaching, I wrote about using the power of oracy to tackle disadvantage.
I gave five reasons why affluent, middle-class students tended to be more confident and articulate than their disadvantaged peers. That’s because they are:
I went on to argue that, to level the playing field, we should:
I also talked about the role dialogic teaching can play in helping disadvantaged students to develop the skills they need to speak with clarity, confidence, and precision, using cumulative talk (where students build on each other’s contributions to develop shared understanding), exploratory talk (where they test and refine ideas through discussion), and reflective talk (where they evaluate their own and other people’s perspectives).
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