ABSTRACT
For both head teachers and class teachers, the invitation to comment on possible improvements in the school's approach to language and communication produced a wide range of suggestions. The chapter describes the ways in which teachers interpreted their own role in relation to the encouragement of language development. It presents both head teachers and class teachers with open-ended questions about how they felt the assessment and teaching of language could be most effectively improved. Whereas some staff has a clear idea of what they feel would constitute improved practice, and therefore see outside help as being of less importance, others are, in fact, much less sure and would seek advice and guidance from professionals outside the school. The most popular items proved to be concerned with 'suggestions from experts for practical classroom activities' and the opportunity to discuss individual children with experts.
