Using Talk Effectively in the Primary Classroom

Eke, Richard; Lee, John

doi:10.4324/9780203481844

Cited by 2 publications

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“…Language, including an emphasis on oral language, then, is privileged in constructivist learning and teaching (Gillies, 2014;Mercer, 2008), and central to learning in contemporary classrooms (Eke & Lee, 2008). The engagement of spoken language in a central pedagogical role in the learning environment means that children with speech sound disorders may face particular challenges.…”

Section: Introductionmentioning

confidence: 99%

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

Daniel¹,

McLeod²

2017

AJTE

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Section: Introductionmentioning

confidence: 99%

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

Daniel¹,

McLeod²

2017

AJTE

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“…However, as my research progressed, I engaged increasingly with the arguments surrounding the impact of poverty and socio‐economic status on language presented by Bernstein's critics. With reference to and in support of Bernstein, Eke and Lee () state that “…in a society organised around social class … working class pupils, on the whole, will have access to a more limited range of knowledge than their middle class peers” (Eke and Lee, , p. 9). Meanwhile, arguing against Bernstein's perspective, Tizard and Hughes () make the claim for “difference in frequency of certain types of talk” (Tizard and Hughes, , p. 130) as opposed to the quality of the talk itself.…”

Section: The Cases – An Overviewmentioning

confidence: 99%

Talking in class: a study of socio‐economic difference in the primary school classroom

Shore

2014

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In this paper, I consider the relationship between socio‐economic background and the school experience of two groups of children. I seek to establish whether or not there are identifiable differences in the language of primary school children living in two demographically contrasting geographical areas and, if there are differences, how these differences might impact upon a child's capacity to access learning. In investigating these relationships, I conducted semi‐structured interviews with the two groups using the work of Bernstein as a starting point. I found that while the children in the first school, located in a largely less affluent area of Bristol, appeared to lack confidence, extended vocabulary and often clarity in their speech, the children in the second school, located in a middle class, affluent area of the city appeared articulate, self‐ confident and in possession of a varied and extended vocabulary. While it is not appropriate to generalise from this small scale study, these findings raise questions about the language children experience from an early age both in the home environment and at school and suggest that there is a significant part for schools to play in ensuring that they are not excluding some groups of children from participation.

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Using Talk Effectively in the Primary Classroom

Cited by 2 publications

References 0 publications

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

Talking in class: a study of socio‐economic difference in the primary school classroom

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