Spoken Language is a key component of the primary national curriculum and is fundamental to children’s language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children’s implicit understanding and love of the spoken word.
Drawing on recent classroom research, Unlocking Speaking and Listening considers what children and teachers need to know in order to develop as effective speakers and listeners. The book addresses:
- Planning and assessing talk
- Drama and storytelling
- Working with EAL children
- Developing talk in Science and Mathematics
- Special educational needs
- Using technology to enhance children’s communication
Two new chapters on the importance of talk to underpin children’s reading development are also included.
With contributions from experts in the field, this vital and fully updated resource will help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum.
Table of Contents
Introduction Chapter 1: Speaking and Listening: Context and Challenge Chapter 2: Speaking and Listening: Planning and Assessment Chapter 3: Talking to Think: Why Children Need Philosophical Discussion Chapter 4: Dynamic Talk: Speaking, Listening and Learning through Drama Chapter 5: Teachers and Children: A Classroom Community of Storytellers Chapter 6: Inclusive Approaches to Communication with Children who have Special Educational Needs and/or Disabilities Chapter 7: Conveying the ‘Right’ Kind of Message: Respecting the Voices and Identities of Bilingual Learners Chapter 8: Addressing Children’s Misconceptions in Science through Talk Chapter 9: Encouraging Mathematical Talk Chapter 10: Computing Curriculum: New Opportunities for Communication and Collaboration Chapter 11: Developing Talk through Literature Circles Chapter 12: Talk, Reading Comprehension and Writing
Deborah Jones is a reader in Education at Brunel University, where she has taught across a range of programmes including EdD, MA, PGCE and BA, and has also undertaken a variety of management roles.
Pamela Hodson was formerly Associate Professor at Kingston University, where she led the primary BA and PGCE QTS English programmes.