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This resource is adapted from an Initiatl Teacher Education - English resource available<nowiki>:</nowiki> [http://www.ite.org.uk/ite_topics/speaking_listening/001.html http://www.ite.org.uk/ite_topics/speaking_listening/001.html] | This resource is adapted from an Initiatl Teacher Education - English resource available<nowiki>:</nowiki> [http://www.ite.org.uk/ite_topics/speaking_listening/001.html http://www.ite.org.uk/ite_topics/speaking_listening/001.html] | ||
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'''Section 1.1 - Children need direct guidance and structured practice in speaking and listening.''' | '''Section 1.1 - Children need direct guidance and structured practice in speaking and listening.''' | ||
Throughout the curriculum there is a strong emphasis on enabling children to use language to work together effectively. One reason for both these developments is that | Throughout the curriculum there is a strong emphasis on enabling children to use language to work together effectively. One reason for both these developments is that recent research has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills. | ||
'''<center>For the research findings which underpin these claims, see:</center>''' | '''<center>For the research findings which underpin these claims, see:</center>''' | ||
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Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. ''British Educational Research Journal'', 30, 3, 367-385. | Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. ''British Educational Research Journal'', 30, 3, 367-385. | ||
While many realise that children need instruction in literacy and numeracy, student teachers may not realise that spoken language skills can, and should, be directly taught to children. Despite references to the development of children's language skills, National Curriculum guidance does not make it clear that such direct teaching may often be required. There seems to be an implicit belief that the subtle skills of active listening and reasoned speaking will develop simply through children's involvement in whole class and small group dialogues. To some degree, the children will develop their language use through practice. But all children can benefit from exposure to good models for speaking and listening. They also gain from guidance about how to communicate effectively and from taking part in structured activities for practising communicating (including, crucially, group interactions with light supervision from a teacher). It is therefore very important that student teachers become aware of this and learn how to guide children's spoken language development. This will include learning how to: | While many realise that children need instruction in literacy and numeracy, student teachers may not realise that spoken language skills can, and should, be directly taught to children. Despite references to the development of children's language skills, National Curriculum guidance does not make it clear that such direct teaching may often be required. There seems to be an implicit belief that the subtle skills of active listening and reasoned speaking will develop simply through children's involvement in whole class and small group dialogues. To some degree, the children will develop their language use through practice. But all children can benefit from exposure to good models for speaking and listening. They also gain from guidance about how to communicate effectively and from taking part in structured activities for practising communicating (including, crucially, group interactions with light supervision from a teacher). It is therefore very important that student teachers become aware of this and learn how to guide children's spoken language development. This will include learning how to: | ||
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By analysing the impact of talk on learning in the core subject of mathematics, Andrea Raiker emphasises the fundamental nature of good oral language development for children. Andrea Raiker shows how a mismatch between what a teacher says ( e.g. 'cuboid' , 'repeated addition') and what a child thinks can create barriers to learning. Similarly, children expected to work together in mathematics may be baffled by lack of vocabulary and, more importantly, lack of the speaking and listening skills which can help them to articulate their difficulty. Students reading this paper can be asked to analyse their own teaching of mathematics in a whole class or small group context, perhaps tape recording part of their session then attending carefully to what the children actually say. By foregrounding talk, it becomes possible to evaluate at what point mathematical concepts are understood – or not. | By analysing the impact of talk on learning in the core subject of mathematics, Andrea Raiker emphasises the fundamental nature of good oral language development for children. Andrea Raiker shows how a mismatch between what a teacher says ( e.g. 'cuboid' , 'repeated addition') and what a child thinks can create barriers to learning. Similarly, children expected to work together in mathematics may be baffled by lack of vocabulary and, more importantly, lack of the speaking and listening skills which can help them to articulate their difficulty. Students reading this paper can be asked to analyse their own teaching of mathematics in a whole class or small group context, perhaps tape recording part of their session then attending carefully to what the children actually say. By foregrounding talk, it becomes possible to evaluate at what point mathematical concepts are understood – or not. | ||
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