鈥楧isciplinary oracy鈥� is the recognition that what it means to use oracy skills effectively varies between disciplines. The oracy skills we use, teach and value in the science classroom differ to those used, taught and valued in the history classroom. To quote , the reason for this difference is that 鈥渆ach subject has its own unique language, ways of knowing, doing, and communicating鈥�. A historical argument draws on different ways of thinking, compared to a piece of literary criticism, or a mathematical proof: the disciplines have different ways of establishing academic rigour. These differences between subject disciplines matter for oracy because of the tight relationship between talking and thinking. Through spoken language, we develop cognitively as thinkers; we access new ideas, (disciplinary) modes of analysis, and conceptual understanding.聽 What does this mean for teaching? For teachers, 鈥榙isciplinary oracy鈥� presents two provocations: First, to consider which aspects of oracy remain the same across subjects and which differ.聽 For example, schools will often have consistent routines around structures for talk (what does 鈥榩artner talk鈥� look like at this school?). These can be implemented at a whole-school level. On the other hand, expectations for the high-quality talk within those structures will vary by subject domain. Teachers will use different stimuli, talk-genres and success criteria to promote subject-specific reasoning. Second, to recognise that speaking and listening is the tip of the iceberg of thinking and learning. We should value students鈥� ability to speak 鈥榣ike a specialist鈥� insofar as it indicates the development of subject-specific ways of thinking and knowing. This should underpin teachers鈥� decisions of how, when and why to support students in developing their linguistic repertoires. For example, students can be taught the specific skill of using subject-specific聽 forms of argument or vocabulary; rather than encouraged generally to speak 鈥榝ormally鈥�. Why does disciplinary oracy matter? In support of learning There is that learning through talk promotes student attainment across English, Maths and Science. Disciplinary oracy enables teachers and students to have rich, in-depth discussions about their curricular content. This deepens students鈥� knowledge, as they develop and practise using subject-specific reasoning skills, and engage with new concepts. Further, these pedagogies extend teachers鈥� insight into their students鈥� thinking and learning, enabling them to address misconceptions and build on existing strengths. In the development of 鈥榗onfident, active learners鈥� Disciplinary oracy is inextricably linked with students鈥� sense of confidence and agency over their academic performance. It makes explicit, through talk, the logics of the discipline. As a result, students are better able to evaluate their own performance, and less reliant on external validation. In the words of one year 5 student: 鈥淚t helps me understand what to do and how to learn without being stuck鈥�. In the creation of equitable classrooms For learning through talk to benefit all students, students have to be taught how to join in: disciplinary oracy encompasses the ways in which teachers make explicit the expectations for dialogic classroom talk, teaching these skills explicitly. In Voice 21 Oracy Schools, teachers remark on the ways in which clear expectations, structures and (where needed) scaffolds for talk create more inclusive, more thoughtful classrooms. In the expansion of students鈥� linguistic repertoires Within the classroom, that 鈥榗orrecting鈥� students鈥� use of language can hinder learning through talk. However, teachers are also often motivated by the possibility of using language to open new worlds for students. Disciplinary oracy helps us make sense of this. It offers a purpose: to induct students into the ways of talking (and thinking) of the discipline. For example, in a science classroom, using technical vocabulary accurately is important. To pretend otherwise is to do students a disservice. On the other hand, to 鈥榮peak like a scientist鈥� doesn鈥檛 require that students speak 鈥榮tandard鈥� English. Scientists solving a problem together will use shared non-standard language features to get their point across; great technical communicators often use informal and non-standard language features, especially when trying to be understandable and engaging for a general audience. A final word from Oracy Champion Grace: 鈥淸Oracy has] removed the fear of maths for many of the children because the focus is on process and efficiency rather than just getting the right answer. It鈥檚 also helped me to understand where misconceptions are happening鈥� I can address them right there and then.鈥� That is the power of disciplinary oracy, and that is why every teacher should be thinking about it. This article is the second instalment in a Schools Week serialisation of essays offering perspectives on the remit of the聽Commission on the Future of Oracy Education in England