Scoping Academic Oracy in Higher Education: Knotting Together Forgotten Connections to Equity and Academic Literacies

Autor/inn/en	Heron, Marion; Baker, Sally; Gravett, Karen; Irwin, Evonne
Titel	Scoping Academic Oracy in Higher Education: Knotting Together Forgotten Connections to Equity and Academic Literacies
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.62-77 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heron, Marion) ORCID (Baker, Sally) ORCID (Gravett, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2048635
Schlagwörter	Oral Language; Communication Skills; Literacy; Higher Education; Equal Education; Access to Education; Disproportionate Representation; Speech Communication; Employment Potential; Educationally Disadvantaged; Foreign Countries; Listening Skills; United States; United Kingdom; Australia; Switzerland; Belgium; Hong Kong; China; Spain; Turkey; United Arab Emirates + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; Alphabetisierung; Schreib- und Lesefähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; USA; Großbritannien; Australien; Schweiz; Belgien; Hongkong; Spanien; Türkei; Vereinigte Arabische Emirate
Abstract	Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01