Abstract
This paper investigates the types of talk moves used by teachers and students following the implementation of a dialogic teaching professional development program. It draws on talk data derived from 42 video-recorded primary English lessons collected as part of a larger impact evaluation of the intervention. The video recordings were subjected to a systematic analysis and quantification of teacher and student talk moves together with a more nuanced, micro-level analysis of a sub-sample of 18 lesson transcripts. The findings showed that teachers in the intervention compared to the control schools made significantly greater use of discussion and dialogue, characterised by open/authentic initiation questions and follow-up talk moves that resulted in students participating more in the whole-class talk and elaborating on their thinking and that of other students. Implications of the findings for classroom practice and teacher professional development are discussed.
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Hardman, J. Developing the repertoire of teacher and student talk in whole-class primary English teaching: Lessons from England. AJLL 43, 68–82 (2020). https://doi.org/10.1007/BF03652044
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DOI: https://doi.org/10.1007/BF03652044