Oracy in Chemistry Education: Using Talk to Think, Learn, and Do Chemistry: Volume 16 (Advances in Chemistry Education Series)

Spoken language is central to how chemistry is learned, practised, and understood, yet its role remains insufficiently theorised within chemistry education.Where abstract concepts, specialised representations, and material practice converge, oracy shapes how learners make meaning and how disciplinary knowledge, participation, and identity are formed.Like reading and writing, it is fundamental to educational access and success. Oracy in Chemistry Education offers a systematic account of how purposeful talk supports thinking, learning, and doing chemistry across secondary and tertiary education.Drawing on sociocultural theory and chemistry education research, the book positions oracy not as an instructional add-on but as a central mediating process through which conceptual understanding, practical reasoning, argumentation, and inclusion develop.By integrating theory, empirical research, and professional practice, it shows how oracy-rich pedagogies can systematically structure dialogue, e