To identify speech skills necessary to effectively teach the oral dimension of language, 137 secondary school teachers of English in Alabama were asked to complete a questionnaire on (1) their undergraduate education, (2) their knowledge of speech, and (3) those speech activities perceived useful in facilitating instruction in oral English. The following conclusions were made: (1) Many high school students receive little instruction in oral expression outside the English classroom and enter college with a limited training in oral language expression. (2) Average or above-average students are enrolled in speech classes. (3) In a democracy, the need for effective speech extends beyond the public schools. (4) The development of courses of study in English and the use of speech activities in the classroom are influenced by the teacher's undergraduate training, his ability to teach oral skills, and his perception of the relationship between the spoken and written word. (5) Perception of speaking ability influences participation in in-service meetings. (6) Oral English is best taught in the classroom. (7) Most teachers believe speech to be of value in teaching English and speech training to be necessary in the teacher undergraduate curriculum. (8) A large percentage of teachers are frequently called upon to supervise some speech activity. (Author/LH)