Book contents
- Oracy
- Oracy
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword: The Oracy That Democracy Needs
- Acknowledgements
- Introduction
- Part I Debating Oracy in the UK
- Part II Oracy in Global Context
- 7 Oracy Overseas
- 8 What Can Be Learnt from Global Traditions of Oracy?
- 9 Lessons in Oracy from the American Education System
- Part III Oracy in History and in Theory
- Index
- References
7 - Oracy Overseas
from Part II - Oracy in Global Context
Published online by Cambridge University Press: 23 September 2025
Edited by
Book contents
- Oracy
- Oracy
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword: The Oracy That Democracy Needs
- Acknowledgements
- Introduction
- Part I Debating Oracy in the UK
- Part II Oracy in Global Context
- 7 Oracy Overseas
- 8 What Can Be Learnt from Global Traditions of Oracy?
- 9 Lessons in Oracy from the American Education System
- Part III Oracy in History and in Theory
- Index
- References
Summary
In this chpater, the Classics Professor Arlene Holmes-Henderson and headteacher Sarah Lambert offer a survey of oracy education policies and practices outside the UK, focusing on initiatives such as the ESU International, Voice 21’s International Oracy Leaders, Oracy Italy, and Oracy Dubai. It then delves into the role of organizations like the English Speaking Union (ESU) in promoting effective communication skills globally, particularly through programs like the International Public Speaking Competition (IPSC). The chapter highlights the case study of Oracy Dubai at Dubai College, illustrating how oracy has been embedded as a whole-school priority. It discusses the challenges faced by teachers, students, and parents in embracing oracy education, including time constraints, curriculum demands, and language barriers. Recommendations are provided for cultivating connections with local schools, providing training and resources for staff, and involving young people in shaping oracy strategies.
Information
- Type
- Chapter
- Information
- OracyThe Politics of Speech Education, pp. 93 - 103Publisher: Cambridge University PressPrint publication year: 2025
References
Cadwell, J. S. and Quinn, J. (eds.) (2015). A Classroom Revolution: Reflections of Harkness Learning and Teaching. Exeter, NH: Phillips Exeter Academy.Google Scholar
Oracy Cambridge and Voice 21 (2019). The Oracy Skills Framework and Glossary. https://oracycambridge.org/wp-content/uploads/2020/06/The-Oracy-Skills-Framework-and-Glossary.pdf.Google Scholar
UAE Ministry of Cabinet Affairs (2015). UAE National Innovation Strategy. www.moei.gov.ae/assets/download/1d2d6460/National%20Innovation%20Strategy.pdf.aspx.Google Scholar
Williams, G. (2014). ‘Harkness learning: Principles of a radical American pedagogy’, Journal of Pedagogic Development, 4(3), 58–67.Google Scholar
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