Teacher autonomy in shaping student oracy competencies: Insights from the UK and France
Written by: Cristina J Alves Martins and Ana Alves
5 min read
CRISTINA J ALVES MARTINS, HEAD OF CHEMISTRY AND HEAD OF SCIENCE FACULTY, ABBEY COLLEGE CAMBRIDGE, UK
ANA ALVES, TEACHER LIBRARIAN, INSTITUTION SAINTE-MARIE ANTONY, FRANCE
Teacher autonomy, defined here as ‘the freedom and internal ability for decision-making and action’ (Liu and Gao, 2023), is widely recognised as essential for fostering commitment (Collie et al., 2018), professional identity (Skinner et al., 2021) and growth (Ross and Bruce, 2007).
Oracy presents itself as a powerful pedagogical approach that can enhance teacher autonomy while achieving critical educational goals. This article reflects on two key frameworks: the Voice 21 Oracy Benchmarks (2020) from the UK and France’s framework to prepare their students for the ‘Oral du Brevet’ exam, taken at the end of Key Stage 3, and the ‘Grand Oral’, taken at the end of Key Stage 5. Both frameworks offer valuable insights into fostering students’ oracy competencies, reducing inequalities and empowering teac
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