دورية أكاديمية
Scoping Academic Oracy in Higher Education: Knotting Together Forgotten Connections to Equity and Academic Literacies
| العنوان: | Scoping Academic Oracy in Higher Education: Knotting Together Forgotten Connections to Equity and Academic Literacies |
|---|---|
| اللغة: | English |
| المؤلفون: | Heron, Marion (ORCID |
| المصدر: | Higher Education Research and Development. 2023 42(1):62-77. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Oral Language, Communication Skills, Literacy, Higher Education, Equal Education, Access to Education, Disproportionate Representation, Speech Communication, Employment Potential, Educationally Disadvantaged, Foreign Countries, Listening Skills |
| مصطلحات جغرافية: | United States, United Kingdom, Australia, Switzerland, Belgium, Hong Kong, China, Spain, Turkey, United Arab Emirates |
| DOI: | 10.1080/07294360.2022.2048635 |
| تدمد: | 0729-4360 1469-8366 |
| مستخلص: | Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1380382 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0729-4360 1469-8366 |
|---|---|
| DOI: | 10.1080/07294360.2022.2048635 |