Talking for Learning
Summary
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In the last two chapters we have explored children’s language learning so that we can estimate what expressive skills teachers might tap, and what children might understand from adult speech. Now we are ready to consider how their language skill, and that of their teachers, might be engaged in learning. If we continue with our view of learning as the construction of personal knowledge rather than the passive reception of ‘facts’, we can first examine the nature and role of verbal guidance in learning, and then see what scope it has in teaching styles. Discussion of actual classroom exchanges is deferred to the next chapter.
Fields of Study & Subjects
EFL/ESL Teaching and Learning
Language Acquisition and Education
Early Childhood Education and Development
Publication details
- Journal / source
- Routledge eBooks
- Pages
- 56–77
- Publication date
- 16 March 2026
- Language
- EN
- Document type
- Book chapter