This paper considers how pre-service primary teachers in England (trainees) are supported to work with children with special educational needs (SEN) using a personalized learning task. The focus, in particular, considers how speech, language and communication skills are foregrounded in the reports describing children with moderate learning…

Presents an exploratory investigation into the spoken language of teachers and pupils in junior and middle schools in Lincolnshire and South Yorkshire, England, with the focus on comparing the spoken language interactions in the more "formal" class lessons with those in the individual face-to-face encounters between teacher and student. (Author/RK)

This pamphlet is the first in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. The pamphlet contains a description of an informal study…