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

Parr, E, Lampropoulou, S, Gonzalez-Diaz, V and Flynn, K (2025) The paradoxes of oracy education in secondary schools: A case study of Liverpool English. FORUM, 67 (1). pp. 92-103. ISSN 0963-8253

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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
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Education
Publisher:	Lawrence Wishart
Related URLs:	https://journals.lwbooks.co.uk/forum/vol-67-issue-1/abstract-10073/
Date of acceptance:	16 January 2025
Date of first compliant Open Access:	19 March 2025
Date Deposited:	19 Mar 2025 09:51
Last Modified:	28 Mar 2025 10:10
DOI or ID number:	10.3898/forum.2025.67.1.09
URI:	https://researchonline.ljmu.ac.uk/id/eprint/25902

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