Promoting Oracy Development in Young Learners Through Project-Based Learning

In an educational context where literacy—the ability to read and write—often takes precedence, oracy—the ability to speak and understand spoken language—remains underexplored in the classroom. This chapter addresses this gap by demonstrating how project-based learning (PBL) can serve as an instructional method for fostering oracy in young learners. It begins by contrasting PBL with task-based language teaching and content-based teaching, highlighting PBL’s unique ability to immerse students in sustained, authentic communicative tasks. The discussion then turns to the complexities of oracy development, examining common misconceptions about speaking and listening activities and emphasizing the critical role of oracy in everyday interactions. Drawing on empirical studies, the chapter details five core principles for incorporating oracy into PBL: prioritizing authentic communication tasks, structuring dialogic opportunities, modeling and scaffolding effective communication techniques, implementing formative and summative oracy assessments, and using technology tools such as digital storytelling. Combining insights from first language and higher education research, the chapter offers practical strategies that second language educators can adapt to increase their students’ speaking confidence, listening comprehension, and communicative competence.