Schools are neglecting spoken language skills for multilingual learners, leaving students unable to participate fully in classrooms despite reading and writing proficiency.

Oracy, the ability to express and articulate ideas through speech, remains underdeveloped in most educational settings. For students learning English alongside a first language, this gap creates a barrier to academic participation. Students may comprehend lessons and complete written assignments but struggle to contribute verbally in discussions, ask clarifying questions, or defend their thinking aloud.

The problem runs deeper than shyness. Multilingual learners often lack structured opportunities to practice speaking in low-pressure environments where mistakes become learning moments rather than embarrassments. When schools focus instruction primarily on reading and writing, they inadvertently signal that spoken communication matters less. This particularly disadvantages students whose home language differs from the school's primary language.

When oracy is embedded into classroom practice, research shows measurable shifts occur. Students move from answering direct questions to reasoning through complex problems. They transition from passive participation to active contribution. They find their voice. Teachers trained in oracy instruction create spaces where speaking is practiced, modeled, and celebrated across all subjects, not isolated in English or speech classes.

Effective approaches include peer discussion protocols, think-pair-share activities, and structured speaking opportunities tied to content learning. Teachers model academic language explicitly. They teach students how to disagree respectfully, ask follow-up questions, and build on classmates' ideas. These strategies work for all learners but prove especially powerful for multilingual students building confidence in a new language.

Schools implementing oracy frameworks report improved engagement, stronger critical thinking, and greater confidence among English learners. The returns extend beyond language development. Speaking skills predict academic success across subjects and support long-term outcomes in higher education and careers.

The fix requires deliberate change. Teachers need professional development in oracy instruction. Curricula must carve out