The paradoxes of oracy education in secondary schools: A case study of Liverpool English

Lampropoulou, Sofia ORCID: 0000-0001-9072-1394, Gonzalez-Diaz, Victorina ORCID: 0000-0001-8856-342X, Flynn, Kate and Parr, Liz (2025) The paradoxes of oracy education in secondary schools: A case study of Liverpool English FORUM, 67 (1). pp. 92-103. ISSN 0963-8253

Text 03 Sofia Lampropoulou, Victorina Gonzalez-Diaz, Kate Flynn and Liz Parr_accepted.docx - Author Accepted Manuscript Available under License Creative Commons Attribution. Download (59kB)

Abstract

In this article we present initial results of a research project that focuses pedagogical attention on oracy and, specifically, regional varieties of English in the school context. We use as backdrop the co-creation of a series of learning activities on Liverpool English with secondary school teachers in Merseyside. We explore the struggles and conflicts navigated by secondary school English teachers in Liverpool when reviewing the potential to include discussions of Liverpool English in their oracy teaching practices. We call for more inclusive oracy education policies that validate regional varieties of English and contribute to a more empowering educational landscape for all pupils.

Item Type:	Article
Uncontrolled Keywords:	4704 Linguistics, 3901 Curriculum and Pedagogy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education, 47 Language, Communication and Culture, 4 Quality Education
Divisions:	Faculty of Humanities & Social Sciences Faculty of Humanities & Social Sciences > School of the Arts
Depositing User:	Symplectic Admin
Date Deposited:	14 Mar 2025 08:21
Last Modified:	23 May 2026 09:53
DOI:	10.3898/forum.2025.67.1.09
Related Websites:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3190795
Disclaimer:	The University of Liverpool is not responsible for content contained on other websites from links within repository metadata. Please contact us if you notice anything that appears incorrect or inappropriate.