Oracy: The road to equity (part 2)

This article was first published in SecEd Magazine on 7 July 2025. It is the second instalment in a 2-part series. Catch up with part one here.

Teaching oracy is vital for all young people, but it holds particular significance for disadvantaged learners. For these learners, oracy is more than a skill – it is a lifeline, a tool to unlock opportunities and bridge the gap between potential and attainment. If we are serious about addressing educational inequality, we must make oracy a central pillar of our teaching. Oracy is the road to equity.

In this two-part series, I am exploring three ways of using oracy as a road to equity by:

1. Teaching accent-ism and code-switching to enable learners to speak appropriately and with confidence in a range of situations.
2. Teaching debating skills to enable learners to engage in discussions and articulate their views with diplomacy.
3. Teaching rhetoric and prosody to enable learners to speak convincingly and powerfully to argue their views.

In the first part, I looked at accent-ism and code-switching. Now I will look at the second two approaches…

---

Teach debating skills to enable learners to engage in discussions and articulate their views with diplomacy

Speaking confidently is a vital skill that can transform a learner’s life, enabling them to express themselves clearly, engage in meaningful dialogue, and seize opportunities. For many, however, public speaking or even everyday debate and discussion can be daunting. Here are some practical strategies for preparing learners to engage in debates…

• Create a safe and supportive environment: Establish ground rules for respectful listening and constructive feedback in the classroom; model vulnerability by sharing our own experiences of learning to speak confidently, showing that mistakes are part of growth; celebrate all attempts, no matter how small, to build learners’ self-esteem.
• Teach the fundamentals of effective speaking: Teach voice control (encourage learners to project their voice and speak clearly, avoiding mumbling or whispering), body language (show students how posture, gestures, and eye contact convey confidence, even when they feel nervous), and pacing and tone (teach learners to vary their tone, emphasise key points, and pause for effect to keep their audience engaged).
• Provide opportunities for low-stakes practice: Begin with short, informal discussions in pairs or small groups to reduce the pressure while building confidence, then introduce low-stakes activities, such as “60-second speeches”, where learners talk about a familiar topic for one minute.
• Use sentence stems and frameworks: Provide scaffolding to help learners organise their thoughts. Sentence stems are helpful, as are structured frameworks, both of which reduce cognitive load and allow learners to focus on delivery rather than content.
• Encourage reflection and feedback: Help learners analyse their performance and set goals for future speaking tasks. This might take the form of self-assessment or peer feedback.
• Normalise and reframe nervousness: Teach positive self-talk, whereby we encourage learners to replace thoughts like “I’ll make a mistake” with “I’ve prepared well, and I’ll do my best”. Reframe nerves as excitement by explaining that adrenaline is a sign their body is preparing to perform well.
• Expose learners to real-world models: Show learners examples of confident speakers in action and analyse their body language, tone, and structure.

Then come the debates themselves

Debating is a powerful way to develop learners’ self-esteem and oracy skills because it requires them to think critically, express their ideas clearly and confidently, and respond thoughtfully to opposing viewpoints.

For disadvantaged learners, debating can also provide an invaluable opportunity to level the playing field, equipping them with the confidence, eloquence, and critical thinking skills often associated with more privileged backgrounds. What’s more, debating fosters the ability to argue persuasively, a skill that society frequently mistakes for intelligence and competence.

Thus, by teaching learners to debate effectively, we not only help them succeed in school but also prepare them to assert themselves in the wider world. Here’s how we might do it.

Start with the basics

Begin by introducing learners to the core principles of debating:

• Structure: Teach the key components of a debate – opening statements, rebuttals, and closing arguments.
• Roles: Explain the roles of proposition and opposition teams, as well as the responsibilities of each speaker.
• Rules: Establish clear rules for timing, turn-taking, and respectful interaction.

Use simple topics initially, such as “Should school uniforms be mandatory?” to help learners focus on the format without being overwhelmed by content.

Scaffold the skills

Debating is a complex skill, so break it down into manageable steps:

• Teach persuasive techniques: Show learners how to use rhetorical devices, such as anecdotes, statistics, and emotive language, to strengthen their arguments.
• Practise rebuttals: Help learners anticipate counterarguments and practise responding confidently, using phrases like “That’s a valid point, but…”
• Focus on delivery: Encourage learners to speak with appropriate tone, pace, and volume, modelling these behaviours yourself.

Use speaking frames and sentence starters

Support learners who may lack confidence or experience by providing sentence starters, such as:

• “I believe this because…”
• “An example of this is…”
• “My opponent argues that…, but I would counter by saying…”

These frames give learners the language to express themselves clearly and help them structure their contributions.

Create a safe and supportive environment

Disadvantaged learners may be more hesitant to participate in debates, so it is vital to create a classroom culture where all voices are valued.

• Start small: Use low-stakes activities, such as pair or small-group debates, before moving to whole-class discussions.
• Celebrate effort: Praise learners for participating, even if their arguments are imperfect, to build their confidence.
• Provide feedback: Offer constructive feedback on both content and delivery, focusing on strengths and areas for improvement.

Practise active listening

Effective debating is as much about listening as it is about speaking. Teach learners to:

• Paraphrase opposing arguments: Show understanding by summarising the other side’s point before responding.
• Ask clarifying questions: Encourage learners to seek more information if an argument is unclear.
• Respond respectfully: Model how to challenge ideas without attacking the person presenting them.

Teach rhetoric and prosody to enable learners to speak convincingly and powerfully to argue their views

Now to my third and final tip for using oracy as the road to equity: teaching rhetoric. 

Rhetoric – the art of persuasion – is a powerful tool that allows individuals to articulate their ideas, influence others, and navigate the world with confidence.

For disadvantaged learners, learning rhetoric is not merely about mastering a skill – it is about levelling the playing field. It equips them with the ability to compete with their more affluent peers, who often gain these skills through osmosis in language-rich, opportunity-filled environments.

Teaching rhetoric should not be seen as a luxury but as a necessity, an essential component of education that enables disadvantaged learners to find their voice and assert their place in the world.

Here’s how schools can ensure all learners, regardless of background, master the art of rhetoric…

Build a foundation of oracy

Effective rhetoric begins with strong oracy skills. Learners need to feel confident in their ability to speak and be heard before they can craft persuasive arguments. In practice, we might therefore:

• Encourage exploratory talk: Use activities such as debates, role-plays, and Socratic discussions to create a safe environment where learners can practise expressing their ideas.
• Develop listening skills: Teach learners to listen actively, identify key points, and respond thoughtfully to other people’s arguments.
• Use sentence stems: Provide scaffolds like “I agree with… because…” or “My perspective differs because…” to help learners structure their responses.

Teach the elements of rhetoric

Aristotle’s three modes of persuasion – ethos, pathos, and logos – remain the cornerstones of compelling arguments. We should therefore explicitly teach these elements and how to use them effectively.

• Ethos (credibility): Show learners how to establish trust and authority by citing reliable evidence and demonstrating knowledge.
• Pathos (emotion): Teach learners to connect with their audience emotionally by using anecdotes, vivid imagery, and empathy.
• Logos (logic): Help learners construct logical arguments using facts, statistics, and clear reasoning.

Provide explicit instruction in argumentation

Disadvantaged learners may not naturally encounter environments where formal argumentation is modelled or practised. Schools must fill this gap with direct teaching. We can do this by:

• Breaking down the structure: Teach the components of a strong argument – introduction, thesis, supporting points, counterarguments, and conclusion.
• Modelling good practice: Show examples of effective speeches and essays, analysing what makes them compelling.
• Rehearsing and refining: Use peer feedback and multiple drafts to help learners polish their arguments.

Use rhetorical devices

We can teach learners how to employ rhetorical techniques to make their arguments memorable and persuasive, including:

• Alliteration and repetition: Demonstrate how these can emphasise key points and make speeches more engaging.
• Rhetorical questions: Encourage learners to ask thought-provoking questions that challenge their audience’s assumptions.
• Contrast and juxtaposition: Show how comparing opposing ideas can strengthen their case.

Embed rhetoric across the curriculum and beyond

The art of persuasion should not be confined to English lessons. We should embed opportunities for rhetorical practice in every subject. Here are some examples:

• History: Debate historical decisions, imagining the perspectives of key figures.
• Science: Ask learners to argue for or against controversial issues such as genetic modification or climate policies.
• PSHE: Use role-play to discuss ethical dilemmas and practise persuasive speaking.

Teaching prosody

Another element of helping learners to speak convincingly and powerfully to argue their views is prosody – which is to say, the ability to speak articulately, with clarity, confidence, and appropriate tone, pace, and tempo.

Prosody enables learners to express their ideas effectively, connect with diverse audiences, and succeed in academic, social, and professional contexts. However, many young people, particularly those from disadvantaged backgrounds, may lack opportunities to develop these skills naturally.

We can bridge this gap by explicitly teaching the mechanics of articulate speech. By embedding these skills into everyday practice and creating safe spaces for rehearsal, we can help every learner find their voice and use it to maximum effect. Here’s how:

Model effective speech

Learners learn best when they see and hear high-quality examples of articulate speech. As such, we can:

• Showcase role models: Use speeches, debates, and interviews by respected speakers to demonstrate effective communication.
• Demonstrate in the classroom: Teachers should model clear, confident speech, varying tone, pace, and tempo to suit the context.
• Use peer examples: Encourage learners to identify and emulate strong speakers among their peers, fostering a culture of mutual inspiration.

Teach the fundamentals of articulation

Articulate speech can be broken down into the following teachable components:

• Tone: Explain how tone conveys emotion and intent. Use activities like reading aloud in different tones (e.g. persuasive, empathetic, authoritative) to help learners experiment with vocal variation.
• Pace: Teach learners to adjust their speaking speed to maintain audience engagement. Practise pacing with timed activities, such as delivering a one-minute explanation or pausing deliberately between points.
• Tempo: Highlight how the rhythm of speech adds emphasis and clarity. Use clapping or tapping exercises to help learners understand natural pauses and sentence flow.

Embed practice in everyday lessons

Speaking articulately should not be an occasional activity but a regular feature of classroom life. For example, we could:

• Encourage verbal explanations: Ask learners to articulate their reasoning aloud, using full sentences and precise vocabulary.
• Use questioning techniques: Pose open-ended questions that require thoughtful, detailed responses. Follow up with prompts like: “Can you expand on that?”
• Facilitate discussions: Organise structured discussions where learners practise speaking to different audiences, from peers to the whole class.

Rehearse public speaking

Public speaking is a powerful way to develop tone, pace, and tempo. We should, therefore, create opportunities for learners to practise in a supportive environment. We might do this by:

• Running speaking workshops: Teach techniques for breath control, projection, and clear enunciation.
• Hosting presentations: Encourage learners to present their work to the class, focusing on delivery as well as content.
• Organising debates: Use debates to help learners practise persuasive tone, logical pacing, and confident tempo under time constraints.

Create safe spaces for speaking

Building confidence is as important as teaching technique. To help, we might:

• Start small: Begin with low-stakes activities, such as partner discussions, before progressing to larger audiences.
• Celebrate progress: Acknowledge each learner’s improvements, no matter how incremental, to boost confidence.
• Normalise mistakes: Emphasise that missteps are part of learning, encouraging learners to take risks and try again.