'There's No Time to Talk Because the Evidence Is in the Writing': Fostering Talk in an Evidence-Driven Primary Education Culture

Autor/in	Worthy-Pauling, Faye
Titel	'There's No Time to Talk Because the Evidence Is in the Writing': Fostering Talk in an Evidence-Driven Primary Education Culture
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 62 (2020) 1, S.41-52 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
Schlagwörter	Primary Education; Evidence Based Practice; Elementary School Teachers; Classroom Communication; Curriculum Implementation; National Curriculum; Affordances; Vocabulary Development; Social Development; Emotional Development; Children; Learner Engagement; Academic Achievement; Teaching Experience; Oral Language; Educational Policy; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassengespräch; Wortschatzarbeit; Soziale Entwicklung; Gefühlsbildung; Child; Kind; Kinder; Schulleistung; Oral interpretation; Mündlicher Sprachgebrauch; Politics of education; Bildungspolitik; Ausland; Großbritannien
Abstract	Pressures on primary teachers to improve writing are often to the detriment of quality talk in the classroom. This is despite decades of research emphasising that knowledge and understanding are developed through such talk. Primary teachers' experiences of incorporating the current Spoken Language national curriculum are often at odds with current policy: some are unaware of the statutory Spoken Language curriculum while others are left to negotiate for themselves how best to incorporate talk into their practice with minimal training and guidance. This article describes the affordances for all learners when talk is incorporated as a tool for learning, developing vocabulary and ideas, having a positive impact on children's social and emotional development, and fostering engagement in learning and academic progress. Drawing on a recent Master's study, the author explores the experiences of teachers as they incorporate talk into their practice, and identifies the enablers and dilemmas for teachers who place talk at the heart of their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01