The paradoxes of oracy education in secondary schools: a case study of Liverpool English
FORUM - ISSN 0963-8253
Volume 67 Number 1 (2025)
The paradoxes of oracy education in secondary schools: a case study of Liverpool English
Sofia Lampropoulou, Victorina Gonzalez-Diaz, Kate Flynn, Liz Parr pages 92‑103
DOI: 10.3898/forum.2025.67.1.09
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.
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To cite this article
Sofia Lampropoulou, Victorina Gonzalez-Diaz, Kate Flynn, Liz Parr (2025) The paradoxes of oracy education in secondary schools: a case study of Liverpool English, FORUM, 67(1), 92-103 . https://doi.org/10.3898/forum.2025.67.1.09