Oral communication skills discourse and higher education pedagogy: the underexplored role of students’ spoken language in the global law classroom

Abstract

This article investigates regulatory frameworks influencing oral communication in the global law classroom. It proposes a policy analysis through the lenses of pedagogical theory. Recent educational research investigating the roles of spoken language in the university classroom identifies oral communication as both a learning outcome and a pedagogical tool for learning. Although classroom interaction and discussions are essential pedagogical tools to learning and assessment in law schools worldwide, the role of disciplinary classroom spoken language is underexplored in the higher education literature. This discussion is particularly relevant as the rise of generative AI has highlighted the importance of verbal communication, with experts suggesting different forms of oral examination as effective alternatives for student assessment. While challenges related to law students’ spoken language have been reported globally, this article examines the discourse surrounding spoken language in Australian legal education as a case study of the global classroom. It seeks to uncover the sources, characteristics and underlying discourses surrounding oral communication skills in national policy, accreditation requirements, and university learning outcomes. This article concludes with brief recommendations for practice and future research.