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ERIC Number: ED493263
Record Type: Non-Journal
Publication Date: 2005-Nov
Pages: 160
Abstractor: ERIC
ISBN: ISBN-0-3352-1745-1
Talking, Listening, Learning
Myhill, Debra; Jones, Susan; Hopper, Rosemary
Open University Press
This book looks at an issue which is at the heart of every classroom, the role that talk plays in children's learning. Drawing on a substantial research base, the book provides useful suggestions to facilitate successful talk between teachers and children to improve learning and raise standards. Through analysing the talk that goes on in primary school classrooms, this book examines the process of talk and learning in detail and shows how teachers' questions, instructions and statements can support and extend children's learning. It highlights the central influence of teacher talk on developing children's learning and looks at international perspectives in the field, including the work of Shirley Brice Heath, Douglas Barnes, Gordon Wells, Neil Mercer and Robin Alexander. Provided are ideas, techniques, and practical suggestions for making classroom talk effective. It is key reading for students and qualified teachers who are interested in improving learning by generating higher levels of participation and interactive talk in their classrooms. Following a preface and an introduction, this book is divided into seven chapters: (1) Teacher Talk and Classroom Interaction; (2) Investigating Teacher Talk; (3) Interactive Teaching; (4) Questioning and Learning; (5) Making Connections; (6) Critical Moments in Classroom Talk; and (7) Changing Classroom Practice. The book closes with a conclusion, appendix, list of references, bibliography, and index.
Open University Press. The McGraw-Hill companies, Order Services, P.O. Box 182605, Columbus, OH 43218-2605. Tel: 800-262-4729; Fax: 614-759-3644; e-mail:; Web site:
Publication Type: Books; Guides - General
Education Level: Elementary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A