The case for treating oracy as a foundational skill in education is undeniable, particularly in the case of children from disadvantaged backgrounds. There is a wealth of research in the area of language and communication, although there are still gaps in our understanding of how to apply this in education practice and the best ways to empower education practitioners to embed communication into
their setting’s policy and practice.
While most education practitioners intuitively recognise the value and importance of universal language support, barriers persist, inhibiting a consistent and systematic approach to providing high-quality oracy education for all. This means universal language support is varied and young children and their families continue to have unequal access
to high-quality language learning opportunities.
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