Academic orality, a fundamental axis in the training of educators
77
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Academic orality, a fundamental axis in
the training of educators
Ángel Miguel Cárdenas Silva1
Edinson Albeiro Malte Muepaz2
José Edmundo Calvache López3
To reference this article / Cómo citar este artículo
/ Para citar este artigo: Cárdenas-Silva, Á. M., Malte-
Muepaz, E. A., & Calvache-López, J. E. (2025). Academic
orality, a fundamental axis in the training of educators.
Revista Criterios, 32(1), 77-89. https://doi.org/10.31948/
rc.v32i1.4307
Reception date: August 1, 2024
Review date: September 25, 2024
Approval date: November 13, 2024
Abstract
Teaching, which is fundamentally a dialogical act, requires high-quality oral
skills and discursive structures that allow for the integral development of the
student’s education and thus achieve meaningful and relevant learning about
their social environment. To this end, research was conducted to characterize
the academic orality demonstrated among teachers and students of the Visual
Arts and Spanish Language and Literature degrees at the Universidad de Nariño,
corresponding to 2022. First, we identified conceptions of orality. Second, we
described teaching strategies. Third, we presented study expectations to propose
a didactic mediation orientation that promotes academic orality. The research
was of a phenomenological and descriptive nature; it was carried out mainly
within the framework of the qualitative paradigm and the hermeneutic approach,
complemented by the quantitative paradigm and the empirical-analytical
approach. Data were collected through documentary review and semi-structured
interviews, applied to both teachers and students. The analysis and interpretation
of the information revealed various shortcomings concerning the importance
placed on academic orality and the strategies that enhance its strengthening
classroom. In conclusion, teachers must recognize the importance of orality in
the active and meaningful learning of students. Additionally, they should employ
1 Master’s student in Docencia Universitaria, Universidad de Nariño. Teacher at the Institución Educativa El Limonar, San Antonio de
Pado, Medellín, Antioquia, Colombia. E-mail: thumbsup.agencia@gmail.com
2 Master’s student in Docencia Universitaria, Universidad de Nariño. Teacher at Institución Educativa Indígena Agroambiental Mayker,
Mayasquer, Cumbal, Nariño, Colombia. E-mail: edalmalte89@gmail.com
3 Doctor in Ciencias de la Educación, Universidad Pedagógica y Tecnológica de Colombia; master in Lingüística Aplicada, Universidad
de la Sorbona (Paris). Professor, Universidad de Nariño; member of the research group ‘Pedagogía, Cuerpo y Sociedad’, Universidad
CESMAG, Category A Minciencias. E-mail: ecalvache17@gmail.com
Academic orality, a fundamental axis in the training of educators
78
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
various teaching methods and engage in dialogue to ask questions that align with
students’ educational expectations.
Keywords: academic orality; discourse; oral expression; pragmatics; active
learning
La oralidad académica, un eje
fundamental en la formación de
educadores
Resumen
La docencia, al ser un acto fundamentalmente dialógico, requiere de habilidades
orales y estructuras discursivas de alta calidad, que permitan el desarrollo
integral en la formación del estudiante y así lograr aprendizajes significativos
y pertinentes frente a su entorno social. Por consiguiente, se llevó a cabo una
investigación cuyo objetivo principal fue caracterizar la oralidad académica
evidenciada entre docentes y estudiantes de las licenciaturas en Artes Visuales
y Lengua Castellana y Literatura de la Universidad de Nariño, correspondiente al
año 2022. Con ese propósito, en primer lugar, se identificaron las concepciones
sobre la oralidad; en segundo lugar, se describieron las estrategias de enseñanza
y, en tercer lugar, se develaron las expectativas de estudio. Lo anterior con el fin
de proponer una orientación de mediación didáctica que incentive la potenciación
de la oralidad académica. La investigación fue de tipo fenomenológico y
descriptivo; se realizó fundamentalmente en el marco del paradigma cualitativo
y el enfoque hermenéutico, complementándose con el paradigma cuantitativo
y el enfoque empírico-analítico. Los datos se recopilaron a través de la revisión
documental y la entrevista semiestructurada aplicada a docentes y estudiantes.
Los resultados del análisis e interpretación de la información señalaron
diferentes falencias con respecto a la importancia dada a la oralidad académica
y a las estrategias que promueven el fortalecimiento de la oralidad en el aula.
En conclusión, es necesario que los profesores reconozcan la importancia de la
oralidad en el aprendizaje activo y significativo del estudiante; además, deben
utilizar diferentes medios didácticos y procurar, a través del diálogo, plantear
interrogantes a los estudiantes para responder a sus expectativas de formación.
Palabras clave: oralidad académica; discurso; expresión oral; pragmática;
aprendizaje activo.
Academic orality, a fundamental axis in the training of educators
79
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Oralidade acadêmica, um eixo
fundamental na formação de
educadores
Resumo
O ensino, que é fundamentalmente um ato dialógico, requer habilidades orais de
alta qualidade e estruturas discursivas que permitam o desenvolvimento integral
da educação do aluno e, assim, a obtenção de um aprendizado significativo e
relevante em relação ao seu ambiente social. Para isso, foi realizada uma pesquisa
com o objetivo principal de caracterizar a oralidade acadêmica evidenciada
entre professores e alunos dos cursos de Artes Visuais e Língua e Literatura
Espanhola da Universidad de Nariño, correspondente ao ano de 2022. Para isso,
em primeiro lugar, identificamos as concepções de oralidade; em segundo lugar,
descrevemos as estratégias de ensino e, em terceiro lugar, apresentamos as
expectativas do estudo a fim de propor uma orientação de mediação didática
que favoreça a promoção da oralidade acadêmica. A pesquisa foi de natureza
fenomenológica e descritiva, realizada principalmente dentro da estrutura do
paradigma qualitativo e da abordagem hermenêutica, complementada pelo
paradigma quantitativo e pela abordagem empírico-analítica. Os dados foram
coletados por meio de análise documental e entrevista semiestruturada, aplicada
a professores e alunos. Os resultados da análise e interpretação das informações
revelaram várias deficiências em relação à importância dada à oralidade
acadêmica e às estratégias que promovem o fortalecimento da oralidade na sala
de aula. Concluindo, é necessário que os professores reconheçam a relevância
da oralidade na aprendizagem ativa e significativa dos alunos; além disso, eles
devem usar diferentes meios didáticos e tentar, por meio do diálogo, fazer
perguntas aos alunos para que respondam às suas expectativas educacionais.
Palavras-chave: oralidade acadêmica; discurso; expressão oral; pragmática;
aprendizado ativo
Introduction
Oral and written communication skills are essential for good academic performance and
professional success in any field of study. These skills enable individuals to think critically,
creatively, and consciously about the power of communication to transform reality. The importance
of communicative competence in university education is undeniable. According to Peña (2008),
it manifests in three main functions: the communicative function, which serves as an instrument
for teaching, evaluating, and disseminating knowledge; the social function, which facilitates
interpersonal and social relations; and the epistemic function, which is essential for learning and
intellectual development.
Modern philosophy perceives human beings as social subjects who communicate through language,
a structured system of signs. From this viewpoint, individuals need to cultivate the skills required
to understand the messages they emit and receive in context. In other words, they must be able
to encode and decode the discourses that surround them. Thus, developing discursive competence
is essential.
Academic orality, a fundamental axis in the training of educators
80
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
This article emphasizes the academic orality
evident among Visual Arts and Spanish Language
and Literature majors at the Universidad de
Nariño in Colombia. The study was carried out
based on the experience of teaching in the field
of orality, knowledge of the characteristics of
students who access these programs, and
reflection on the strengths and opportunities
observed between teachers and students. The
goal was to remedy weaknesses and prevent
threats as much as possible. Thus, the guiding
question was how to strengthen academic
orality in the Visual Arts and Spanish Language
and Literature programs at the Universidad de
Nariño. To answer this question, we examined
the theoretical and practical aspects of
classroom and extracurricular dynamics.
After analyzing these programs, it was observed
that several students had low reading rates,
lacked motivation, and often seemed insecure
when expressing their ideas orally. Additionally,
the curricular strategies of the programs were
characterized by a traditional approach and a
lack of emphasis on developing oral expression
skills. This could be attributed to both intrinsic
and extrinsic factors, such as low motivation,
ineffective teaching strategies, inadequate
practice scenarios, and a limited understanding
of teaching and learning this competence.
This understanding focuses solely on meeting
summative evaluations instead of promoting a
comprehensive formative process.
For these reasons, after characterizing the
process, the objective of this research was to
propose didactic guidelines that strengthen
orality through the use of theatricality ,
considering that theater is presented as a
valuable tool that fosters the development of
verbal and non-verbal language in its dierent
dimensions: kinesics, proxemics, iconic, signs,
graphic languages, and music. Additionally, it
promotes paraverbal language by highlighting
aspects such as volume, rhythm, tone of voice,
repetition, and sounds and silences (Espíndola
& Morales, n.d.).
Currently, oral expression skills are regarded
as essential for professional development;
therefore, it is necessary to implement
various didactic-pedagogical strategies that
enhance oral discourse (academic orality). In
this context, higher education is tasked with
training professionals who possess strong
communication skills aligned with contemporary
social dynamics. This training should include
activities focused on communication and the
presentation of information. Additionally,
academic environments should be created that
reinforce communication skills (Casanova &
Roldán, 2016).
Understanding the importance of orality in
human communication is also important for
recognizing its role in the educational process,
especially in educator training. Consequently,
teaching requires professionals with strong
discursive skills because education is a purely
dialogical act. In this sense, the graduate
student must identify elements in his curriculum
that allow him to strengthen his discursive
competence through cognitive, reading, and
ludic stimuli. Likewise, he must have scenarios
for discursive and dialogic practice in teaching
and learning processes.
From this perspective, orality is essential to the
professional training process, as it improves
communication between students and teachers.
According to Álvarez and Parra (2015), oral
expression can be both spontaneous and the
result of rigorous preparation. For this reason,
the university must motivate and train its
teachers in the different spaces and disciplines
of professional training to promote active
techniques and dynamics that strengthen
interaction between students, between students
and teachers, and between students, teachers,
and knowledge. This interaction strengthens
the development of linguistic communicative
competencies in their different dimensions.
In this regard, Jiménez (2011) proposes the
following dimensions: oral comprehension,
written comprehension, oral expression, written
expression, and oral interaction.
In training and reinforcement, orality responds
to three dimensions. First is the semantic
dimension, which is understood as the
Academic orality, a fundamental axis in the training of educators
81
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
richness of human vocabulary. This dimension
provides a sufficient basis of meaning for
discursive construction and responds to the
following needs: persuasion, conviction, and
manipulation (Ramírez, 2016). The second,
the pragmatic dimension, studies the use of
words in context; in other words, it enables
people to choose the type of expression
they will use based on the context and to
persuade their audience. The third dimension
is the oral argumentative dimension, where
argumentative development is made visible
through communicative competence. Through
the didactic practice of oral communication,
individuals develop the necessary skills to
deliver convincing messages in spaces designed
to strengthen their communication skills.
These spaces include narrating, presenting,
explaining, describing, and debating, among
others. Thus, oral argumentative competence
provides individuals with the tools to support
their ideas (León, 2017).
Methodology
The research was fundamentally framed within
the qualitative paradigm (Hernández et al.,
2014; Creswell, 1994) and utilized an interpretive
hermeneutic approach to understand the act of
teaching and learning to comprehend others.
This involves delving into others’ perspectives
to grasp their meanings and construct shared
representations (Hernández, 2023). In
contrast, this study employed a quantitative
paradigm along with an empirical-analytical
approach, utilizing a structured survey for
data collection. The research method was both
phenomenological and descriptive.
For the Bachelor’s degree in Visual Arts,
the population included 12 and 10 full-time
professors, respectively. Of the thirteen full-
time professors for the Bachelor’s Degree in
Spanish Language and Literature, six were
employed (47%). Of the fteen full-time
professors for the Bachelor’s Degree in Visual
Arts, six were employed (40%).
Regarding the student population, 60 students
from the Bachelor’s Degree in Visual Arts
program and 60 students from the Bachelor’s
Degree in Spanish Language and Literature
program were considered. Thirty students
(50%) from each program were selected.
The inclusion criteria considered voluntariness
and a representative sample of six and ve full-
time teachers, respectively.
Depending on the specic objective, its
categories, subcategories, and sources,
information was gathered through surveys,
documentary analysis, and interviews. The
results were analyzed and interpreted by
entering the data into matrices, which revealed
key categories. Additionally, descriptive
statistics were used to examine the data. A
comprehensive understanding of the ndings
was achieved by considering the theories
proposed by various authors, along with insights
derived from experience in the study context.
Results
Using the data collection instruments, we
explored the concept of academic orality. First,
we selected fifteen participants per degree. For
students in the Bachelor’s Degree program in
Spanish Language and Literature, academic
orality is defined as «the discursive capacity
with which a subject communicates in an
academic context, either to teach or to learn.
It refers to the discursive tools students and
teachers use to communicate in an academic
context».
For Bachelor’s Degree students in Visual Arts,
orality is «a fundamental tool for transmitting
knowledge, interpreting the arts, and generating
knowledge in educational environments and
contexts».
These answers align with Saussure’s
(1945/2020) proposal that orality stems from
the evolutionary development of language. This
involves the articulation of sounds into lexical
manifestations that transform into discourse.
In other words, the mastery of language and
the concepts that individuals accumulate
throughout their lives enable them to structure
Academic orality, a fundamental axis in the training of educators
82
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
oral expressions, accounting for the evolution
and mastery of language. Ramírez (2016), for
his part, states that, due to the repetition of
sounds in context, language in human beings
implies an understanding of orality as a basic
form of communication.
The above aligns with how the teachers of the
two bachelor’s degrees define academic orality:
«It is a skill acquired and perfected throughout
a university education since students are
expected to develop greater communicative
competence for professional performance and
active societal participation».
Then, according to the general definition of
teachers, orality is understood as a skill that
develops as the subject matures cognitively
through exposure to stimuli such as reading
and constant interaction with ideas to acquire
or generate knowledge.
From an academic perspective, orality stems
from rhetoric, which is defined as a form of
communication that uses the human ability to
persuade listeners. Consequently, rhetoric and
orality are closely related, as the rhetorical
subject is an exceptional speaker (Albaladejo,
1999).
Additionally, Piaget (n.d.) believes that cognitive
development is stimulated by processes such
as assimilation and accommodation. Through
these processes, humans adapt to and integrate
the information they receive into their daily
lives. Thus, the stimuli provided by the context
enable them to expand their vocabulary and
achieve social integration in the short term.
This allows them to reconsider the signs of the
context and respond to emerging questions.
Therefore, academic orality is defined as the
connection between a stimulus and a response,
as human beings associate social discourse with
their knowledge, generating verbal expressions
that reflect their thoughts (Vargas & Vásquez,
2021).
Conversely, since acquiring a mother tongue
is mainly an oral process, it can be said that
orality is a tool present in a person’s daily
life. Thus, mastery of language is achieved
through its various stages of acquisition and
is strengthened over time. In this sense, it is
assumed that by the university stage, a person
already possesses sufficient tools to express
themselves eloquently.
According to the study, this statement does
not reflect reality. The graduate student
shows weaknesses in speech development
caused by a lack of opportunities to practice
oral communication outside of evaluative
settings. In other words, spaces in which the
subject is trained orally and not evaluated .
This variable is added to the latent situation
of the underdeveloped reading habits of
undergraduate students, who point out that
they only read the assigned class texts, which
integrate their training but do not allow them to
broaden their knowledge and vocabulary.
Secondly, within the same category, students
and teachers were surveyed regarding the
significance of training in academic orality.
Specifically, students were asked about the
question: «As a future teacher, do you think it
is important to be trained in academic orality? »
After conducting a qualitative analysis response
by response, it was determined that students
in the Bachelor’s Degree program in Spanish
Language and Literature consider the following:
«Training in academic orality is fundamental for
teachers, as an assertive relationship with their
students depends on it for the construction and
circulation of knowledge».
On the other hand, the Bachelor’s Degree
in Visual Arts group considers: «Training in
academic orality is important for the teaching
profession because knowledge is constructed
and transmitted through it from teacher to
student».
As evidenced by the conclusions drawn
from each student group, academic orality
is fundamental to teacher training since it
provides teachers with the necessary tools for
their work. This is due to the dialogic nature
of the educational process, in which knowledge
circulates through words.
Academic orality, a fundamental axis in the training of educators
83
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
In this regard, Tijeras and Monsalve (2018)
view orality as an essential component of
communicative competence and a tool for
solving dialectical issues in the classroom. In
other words, it is a fundamental skill in graduate
training. However, this faculty is not inherent to
teaching practice. In other words, while it is not
reasonable to assume that graduates possess
significant discursive ability, it is essential to
academic training and practice. Therefore,
a teacher’s success depends on how he or
she communicates with students and creates
situations that facilitate learning through oral
communication.
Teachers were asked: As an undergraduate
teacher, do you consider it essential to train
teachers with optimal competencies in
academic orality? In the cross-referencing
exercise, teachers generally considered that:
«Graduate trainees must focus on aspects
related to academic orality. This allows them
to communicate knowledge and key concepts
related to their discipline, contributing to student
training and ensuring educational quality».
After analyzing the responses of the teachers
from the two-degree programs and considering
the definition of academic orality, it can be
concluded that orality is a skill that should be
developed in teacher training. Furthermore,
assuming that teachers are skilled orators
simply because they are teachers is far from
the truth. Oratory is a formative construct
acquired through constant practice.
Considering the perspective of undergraduate
teachers, Rodriguez (2015) conveys Fabio
Jurado Valencia’s (interviewee) view that orality
is underestimated despite being considered a
fundamental teaching tool. Previously, reading
and writing were considered essential aspects
of discursive development, leaving aside
orality, considering it as a process immersed
in the formative axes. Similarly, speaking was
considered an act related to reading and writing
processes, rather than a disciplinary axis that
enables suitable academic training. Currently,
didactic innovation allows us to understand
orality beyond the evaluative act and the
assumption of acquisition among teachers.
Therefore, academic orality must be considered
a fundamental aspect of educator training.
Finally, to gain a better understanding of the
concept of academic orality, students from the
two-degree programs were asked the following
question: «Has your academic training been
relevant to your training in orality? » In this
regard, students in the Bachelor of Visual Arts
program consider: «Training in orality is minimal
and only part of the pedagogy and didactic
training processes, neglecting the degree’s
fundamental disciplinary axis».
For their part, the students of the Bachelor’s
Degree in Spanish Language and Literature
maintain that: «Training in academic orality
is fundamental to teaching performance, as
knowledge is constructed through discourse.
The teacher’s discourse is a key tool for students
to acquire knowledge».
The conclusions drawn from the students’
responses to the two bachelor’s degree
programs suggest that training in orality is
essential for future teachers, as it promotes
quality learning processes.
In this sense, Uribe-Hincapié et al. (2019)
argue that humans acquire spoken language
by listening. Thus, orality-based human
development represents a cultural function
and is the basis of social interaction. However,
orality is not only considered a tool for social
interaction; it is also viewed as an academic
perspective on the world. For Ong (1982/2016),
orality constitutes the beginning of learning
through dialogue because, in unison with
writing, it allows the expression of ideas and
feelings. It should be noted that orality can
function as a means of communication without
writing. However, writing depends on orality
to be understood. Without an act of reading,
writing does not allow for the transmission of
messages. Therefore, orality is the basis of
communication because it involves the decoding
and encoding of the linguistic code. This is why
it is important in teacher training.
Academic orality, a fundamental axis in the training of educators
84
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Through the question: «In what sense is
academic orality a fundamental tool for forming
competent educators? », the teachers of
bachelor’s degree programs consider:
Training in orality is essential to teaching
practice. It is based on the principle that
learning is a dialogical process in which
orality enables the understanding and
appropriation of relevant content for
curriculum development at any educational
level. Therefore, it is necessary to train
teachers as speakers, as this strengthens the
educational nature of classroom discourse.
The teaching manifestations mentioned in the
previous paragraph highlight orality as a crucial
factor in the teaching-learning processes,
viewing the educational process as a dialogic
act in which the teacher-student relationship
is effectively developed through verbal
communication encounters.
According to Uribe-Hincapié et al. (2019),
teaching is responsible for developing oral
discursive practices as transformative acts that
encourage critical thinking regarding politics,
aesthetics, economics, and other aspects.
In other words, orality in education should
promote emancipation through thought and
cognitive stimulation.
Consequently, orality is essential in current
teacher training, especially since individuals
have the power to shape societal discourse at
every level and moment. The internet provides
spaces where they can confront concepts
and knowledge to develop the considerations
necessary to solve their discursive problems.
In other words, the technological boom enables
students to read constantly and expand
their vocabulary. However, not all content is
conducive to linguistic cognitive stimulation,
so current readings do not necessarily develop
discourse.
Regarding the same question, the students of
the Bachelor’s Degree in Visual Arts consider:
From an evaluative perspective, academic
orality is incorporated into the curriculum.
However, no component directly demonstrates
this learning because it is purely evaluative
and not promoted in a formative manner.
This raises the risk of developing a fear of
public speaking.
For the Bachelor’s Degree in Visual Arts, the
graphic resource was not necessary to clarify
the students’ answers since only one tendency
was marked: the evaluative aspect. However,
some spaces are mentioned, such as theater
workshops, performances , and teaching
practice. In these spaces, evaluation through
oral presentations highlights the evaluative
tendency but not the formative one.
From an appellative standpoint and the
perspective of the students, the results reveal
that bachelor’s degree programs differ in their
perception of formative spaces. The Bachelor’s
Degree in Spanish Language and Literature
includes direct components in which students
are immersed in training in academic orality. In
the Bachelor of Fine Arts program, this aspect is
only considered an evaluative tool, and aspects
such as the fear of public speaking are seen
as relevant impediments to the development of
academic oral skills.
Although there is a formative discrepancy in the
students’ vision, spaces such as professional
practice are considered areas that favor the
development of orality. Nevertheless, this
curricular component, which consists of purely
expository interactions between teachers-in-
training and students, suggests that formative
success is not possible without previous
preparation and strengthening of orality.
In the words of Hernández (2022):
The importance of orality stems from
recognizing the human condition and its
close relationship with attitudes, actions,
and nuances of expression that demonstrate
connections to appropriation and culture.
From an appropriation standpoint, orality
is understood as the forms and resources
through which the individual, in an active
manner and close connection with others,
internalizes the knowledge and ideals of their
Academic orality, a fundamental axis in the training of educators
85
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
society and achieves self-development. (p.
255)
Hernández’s (2022) quote allows us to
understand that the appropriation of knowledge
in the academy, as an active community, depends
directly on the generation of spaces in which
knowledge circulates and adapts to the needs
of the teacher in training and the community in
which he or she is developing his or her teaching
practice. In other words, when students have
the proper tools for developing oral skills, they
will demonstrate these skills in their speech.
These skills depend on the teacher’s ability to
model effective communication. This means
that when teachers have strong communication
skills, their students will also develop these
skills.
This perception also transcends into university
life. If the teacher-in-training does not observe
the necessary oral skills in their professors or
in relevant training environments, they will not
develop the competence in academic orality
required for teaching.
The second specic objective had two
subcategories of analysis aimed at
understanding the presence of orality in
curricula from the perspectives of students and
faculty, as discussed throughout this analysis.
The research instrument began with the
following question: What didactic strategy was
used in your teacher training to strengthen
academic orality? The responses from students
in the Bachelor’s Degree program in Spanish
Language and Literature were summarized as
follows:
Most agree that the most common strategies
are lectures and debates to evaluate
curricular content. Based on student
responses, the prevalent teaching strategy
for arts graduates is evaluative, involving
oral presentations in class, forums, and
professional practice spaces .
Regarding the same question, the responses of
the Bachelor of Visual Arts students allowed us
to conclude: «The prevailing didactic strategy
in the training of art graduates is evaluative,
involving oral presentations in classes, forums,
and professional practice spaces».
From the students’ perspective, it is pertinent
to quote Carrillo and Nevado (2017):
An increasing number of social factors
invite us to rethink the role of education
in developing critical and argumentative
competencies in individuals who are
constantly exposed to an abundance of
information. These individuals not only seek
to establish themselves as active members
of society, but also to position themselves
in academic and professional elds. […]
“We are in language”, meaning thought
can only be structured from words or their
manifestations. Every time we express a
viewpoint on a subject, we are creating a
discourse and arguing. (p. 20)
In the context of a university education, the goal
is to teach students how to develop scientic
arguments based on the logical analysis of the
discourse they encounter during their studies
that addresses their professional, social, and
aesthetic needs.
Therefore, it can be inferred that the didactic
strategies used in the studied university
context strengthen learning orality, meaning
the graduates are well-trained. However, the
students’ perception of the resources found
in the previous category reects a purely
evaluative position.
Discussion
The perception of academic orality among
students and teachers of the respective
degrees under study relates to Mostacero’s
(2004) argument that orality is a complex
semiotic activity and discursive production
requiring neurolinguistic cognitive activity due
to the subject’s ability to construct meaning.
Therefore, undergraduate students need to
develop processes that allow them to strengthen
their persuasive capacity.
Academic orality, a fundamental axis in the training of educators
86
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Therefore, in light of the results, undergraduate
students must develop discursive skills that
demonstrate their ability to argue, as a result
of the appropriation of knowledge, enhancing
their formation as dialogic subjects.
Similarly, for Ramírez (2016), orality is an
act that enables persuasion, conviction, and
manipulation on a specific topic. Subjects
demonstrate academic oral competence based
on their experience, as this faculty emerges
from the need to argue.
According to Vich and Zavala (2004), orality is
an act of participatory social interaction in which
oral discourse acquires meaning. Therefore,
teachers, given their constant academic and
scientific activity, develop and exercise their
discursive abilities. In this context, although
they have the academic skills necessary for
their work, university instructors find that
their students are unmotivated to deepen their
understanding learning. Consequently, they
resort to alternative evaluation activities, such
as discursive exercises. Unfortunately, students
do not take advantage of these opportunities,
instead delivering mechanical speeches, which
demotivates some and others.
According to the population under study,
academic orality is an invaluable resource that
enables teacher trainees to perform adequately
in their teaching practice. Students perceive
academic orality as a fundamental resource,
though they lack motivation to develop it due
to a perceived lack of opportunities to practice
oral skills.
On the contrary, the faculty, with evident
discursive capacity, considers oral training
indispensable. However, students do not attend
the spaces provided by the university for this
type of learning, which reduces their capacity to
strengthen academic orality. Teachers believe
that students lack self-teaching skills, causing
them to follow only what teachers provide in
the classroom. Consequently, the autonomous
training component is not developed adequately,
as few students investigate and delve into
the topics of each bachelor’s degree program
curriculum.
In this regard, Carrillo and Nevado (2017) argue
that social factors reshape the role of education
in the development of critical argumentative
skills. Teachers are considered active subjects
in society because they are in direct contact with
information. Thus, the development of academic
orality allows them to position themselves in the
work environment thanks to the new demands
on orality and communication. Additionally,
teacher trainees must be aware that structured
thinking is evident in language. Therefore, they
require an argumentative discourse that allows
them to recognize their specific knowledge.
Similarly, Vásquez (2011) argues that didactic
oral processes must transcend the boundaries
of oral and informal practices . In other words,
they must move away from the evaluative
perception inherent to communicative
processes. It is also necessary to consider
strategies that link dialogue and argument;
that is, to avoid speaking mechanically. Finally,
it is important to promote argumentation
exercises based on previous knowledge and
appropriation of knowledge.
Consequently, academic orality is a fundamental
aspect of educator training, given the dialogical
nature of the educational process in which
teachers must possess oral communication
skills to convey curricular content in an
understandable way, always utilizing strategies
such as persuasion and argumentation.
Conclusions
The results allow us to define academic
orality as the efficient encoding and decoding
of discourse. Therefore, it is important to
promote training in academic orality, as it is
a fundamental factor in teaching practice. In
this sense, teacher trainees should engage in
complementary processes that enhance their
communicative competence in discourse.
Academic orality, a fundamental axis in the training of educators
87
Ángel Miguel Cárdenas Silva
Edinson Albeiro Malte Muepaz
José Edmundo Calvache López
Revista Criterios - vol. 32 n.o 1 Enero-Junio 2025 - pp. 77-89
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
It is important to note that students find
academic resources for training in academic
orality within the curricular component of their
bachelor’s degree programs. However, they
do not fully utilize these opportunities, which
limits their training. Therefore, it is crucial to
adopt a more dynamic didactic approach to
these spaces; thus, a guide is proposed to help
develop competence in academic orality.
Similarly, it is vital to encourage projects that
motivate students to participate in academic
events. These projects should integrate
research to strengthen argumentation, promote
coherent discourse, and encourage critical
thinking based on sensory perception.
The research indicates that orality training must
transcend daily dialogic intentions and achieve
greater academic rigor to develop persuasion
as a fundamental classroom resource and
circulate knowledge.
Finally, teachers should encourage students to
participate in scientific and academic events that
showcase their knowledge. In other words, they
should create opportunities beyond ordinary
teaching practices so that students can engage
in discourse that goes beyond mere exposition
and develops scientific competence, which will
enhance their performance in future work.
Conict of interest
The authors of this article declare that they have
no financial, personal, political, intellectual,
racist, religious, or other conflicts of interest
that could compromise the reliability of this
publication.
Ethical Responsibilities
The research did not pose any risk to the
participants. Ethical principles were observed
in terms of its nature and purpose, including
respect for autonomy and the privacy and
confidentiality of data. The ethical considerations
were reflected in the consent form signed by
each participant and in the letter of acceptance
issued by the educational institution subject to
the study when the instruments were applied
in its facilities. Likewise, the ethical research
process was endorsed by the Master’s Degree
in University Teaching at the Universidad de
Nariño.
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Contribution
Ángel Miguel Cárdenas Silva: Consultation
and drafting of the theoretical framework,
introduction, and methodology.
Edinson Albeiro Malte Muepaz: Analysis and
interpretation of results, writing the introduction,
methods, discussion, and conclusions.
José Edmundo Calvache López: Advice on
the development of the project and structuring
of the final report and article.
All authors participated in preparing the
manuscript and approved it.