Abbot-Smith, K. orcid.org/0000-0001-8623-0664, Dockrell, J. orcid.org/0000-0003-3595-6064, Mathews, D. et al. (2 more authors) (2023) Towards an evidence-based approach to fostering collaborative conversation in mainstream primary classrooms: Response to commentators. First Language, 43 (6). pp. 660-667. ISSN 0142-7237
Abstract
The ability to engage with ease in collaborative conversation is critical for child well-being and development. While key underpinning skills are biologically enabled, children require appropriate scaffolding and practice opportunities to develop proficient social conversational ability. Teaching conversation skills is a statutory requirement of the English primary (and many other) curricula. However, currently most upper primary mainstream teachers are not trained to teach conversation skills and do not teach them in the classroom or provide time for children to practice. We argue for first steps towards an evidence-based approach for a universal/Tier 1 programme, while fully acknowledging an ongoing need for Tier 2 and Tier 3 support as well as for further research into the strategies which are most effective in Tier 2/3 contexts. Further research is also needed to explore cultural variation in social conversation and to develop reliable, valid and brief teacher measures of child social conversational ability.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
Keywords: | Conversation; Tier 1; primary schools; teachers; active listening; listener interest; pragmatics |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 24 Nov 2023 12:11 |
Last Modified: | 24 Nov 2023 12:11 |
Status: | Published |
Publisher: | SAGE Publications |
Refereed: | Yes |
Identification Number: | 10.1177/01427237231209805 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:205578 |