Although not a new discussion in the Irish context, the value of oral language development has recently gained prominence again in Irish Post‐Primary English classrooms. In this article we present how the recent introduction of Junior Cycle English, which now includes an Oral Communication Classroom Based Assessment (CBA) is renewing efforts to promote speaking and listening and has the potential to change teachers’ understanding of assessment in English. The rationale for this change is presented here from the perspectives of the different stakeholders in Irish Education; educational researchers, policymakers, the Inspectorate, teachers and students. To cite the Junior Cycle Framework: ‘until the examination changes, nothing else will’ (NCCA 2011: 6). However, past efforts to implement an oral assessment element illustrate how change is complex and fostering an awareness of the centrality of ‘classroom talk’ involves a cultural shift for the teachers implementing the Junior Cycle English Specification.