Talk it up? Do language and learning advisors have a role in the development of spoken ‘literacy’?

Abstract

To judge from recent collections of conference proceedings, language and learning advisors focus primarily on development of student writing and study skills. This paper considers the need for a greater emphasis on spoken language, in particular interactive speaking, within the scope of learning development work. Reflecting on a teaching experience in which communication challenges for students were exposed, I argue that there are sound reasons for seeking opportunities to work in collaboration with faculty colleagues to develop spoken forms of academic literacies.