Oracy in the Primary EFL Classroom: Theoretical Considerations and Insights from Empirical Studies

English is currently understood as a lingua franca, widely used for global interactions. As a result, the need for effective communication skills has led to a rise in the teaching of English as a Foreign Language (TEFL) in primary schools around the world. This development also acknowledges the diverse linguistic and cultural backgrounds of EFL speakers and the importance of oral skills particularly for young children. The present contribution is based on my keynote “Start small, build tall. Insights from studies with young EFL learners” delivered at the 2021 symposium Fostering and Assessing Oracy in Foreign Language Education: Perspectives from Practice-Oriented and Design-Based Research hosted at the University of Münster. It aims to provide a theoretical understanding of oracy and its practical implications, tracing the origins of the term ‘oracy’, and suggesting a working definition. In accordance with Matz et al.’s (2023) notion of Mündlichkeitskompetenz (oral competence), the term multi-oracies is proposed. Subsequently, insights gained from relevant empirical studies will be summarised, including a critical questioning of whether oracy in primary EFL contexts has been subjected to any investigation at all. Finally, issues for future practice-oriented research and methods for investigating oracy are discussed briefly.