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Developing Oracy Skills for Student Voice Work

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Engaging Student Voices in Higher Education

Abstract

Student voice and participation in dialogue are underpinned by and dependent upon students’ ability to use appropriate linguistic and non-linguistic resources. This holds true for students from diverse linguistic backgrounds in both Anglophone and non-Anglophone contexts, yet there is little exploration of the resources and tools students need to ensure a plurality of voices. This chapter draws on theoretical insights into the communicative features of student voice and the conceptual frameworks of talk, oracy skills, and dialogic interaction. The Oracy Skills Framework is presented as a tool to support students’ participation in dialogue and decision-making. The challenges of voice work for students in English as a medium of instruction (EMI) contexts are also discussed with suggestions for key teaching strategies.

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Author information

Authors and Affiliations

  1. Department of Higher Education, University of Surrey, Guildford, UK

    Marion Heron

  2. College of Education, Zayed University, Dubai, United Arab Emirates

    David M. Palfreyman

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  1. Marion Heron
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  2. David M. Palfreyman
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Correspondence to Marion Heron .

Editor information

Editors and Affiliations

  1. Department of Higher Education, University of Surrey, Guildford, UK

    Simon Lygo-Baker

  2. Department of Higher Education, University of Surrey, Guildford, UK

    Ian M. Kinchin

  3. Department of Higher Education, University of Surrey, Guildford, UK

    Naomi E. Winstone

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Heron, M., Palfreyman, D.M. (2019). Developing Oracy Skills for Student Voice Work. In: Lygo-Baker, S., Kinchin, I., Winstone, N. (eds) Engaging Student Voices in Higher Education . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20824-0_6

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  • DOI: https://doi.org/10.1007/978-3-030-20824-0_6

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-20823-3

  • Online ISBN: 978-3-030-20824-0

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