Debate as a practice of orality and subject formation: toward a re-ference framework for oral competence

Abstract

This study investigates the link between debate and oral competence via a 2023 survey of 723 teachers in the Marche region, Italy. It highlights the marginalization of oracy in curricula and assessment. Findings reveal significant training gaps, with 30% of teachers lacking prior oral instruction and 54.3% lacking specific professional development. Al-though debate is the most common form of oracy training (43.69%), its complexity de-mands more systematic preparation. By analyzing various theoretical frameworks, the article argues that oracy is a complex, plural phenomenon. Consequently, while debate is valuable, it must be supported by a broader, more structured oral education.