Using Turn and Talk to Develop Language: Observations in Early Classrooms

Abstract

Turn and Talk is widely used in early‐grade classrooms, but very little rigorous research or evidence‐based guidance has been offered to teachers. In this exploratory paper, we take the first step toward establishing a teacher‐friendly discussion on this common technique. After briefly describing the Turn and Talk technique, we first ask: What does research on adult–child and child–child conversations in classrooms tell us would make Turn and Talk as effective as possible for early language development? We summarize evidence‐based guidelines from the research. Second, we ask: What specific, real‐world examples show how preschool, kindergarten, and first‐grade teachers can use Turn and Talk in ways that align with research recommendations? We share short vignettes from observations of teachers bringing these research recommendations to life. We conclude with reflection questions for teachers who are currently using, or considering using, Turn and Talk.

Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 2023

“…turn-taking and topic tracking). Consequently, children’s conversational turns may include long pauses, unnecessary repetition, omitted background information, and interruptions of others’ turns, complicating contingent give-and-take (Hindman, Wasik, & Anderson, 2022). Second, teachers serve many diverse children at once with a wide array of language skills among them.…”

Towards an evidence-based approach to fostering collaborative conversation in mainstream primary classrooms: Response to commentators

“…Another proposed solution was for activities to be designed to fit into other curriculum activities, such as (in the UK curriculum) Personal Social Health and Economics (PSHE). 1 A final suggestion is that the core skills of active listening, monitoring listener interest, turn-taking and providing relevant responses are reinforced in paired and small group discussion of other curriculum content (Hindman et al, 2022).…”