ABSTRACT
Children talking confidently with each other and with informed and sensitive adults about what they experience feel and think, drives learning in early years classrooms. The centrality of talk is all pervading. Issues about the quality of interactions and opportunities for talk are of fundamental concern to teachers in planning a motivating learning environment. This chapter explores ways in which teachers can listen to, learn from and teach effective talk. It offers examples of how talk sustains all learning giving particular emphasis to early writing development. Looking and listening for patterns, for experiments with language and jokes, can sharpen attention and motivate the risk-taking necessary for literacy learning. Talk is a powerful way of fostering positive attitudes, motivating and engaging children in their learning environment. The National Literacy Strategy (NLS) prioritises talk, placing a heavy emphasis on whole-class interaction. It encourages the use of a range of techniques including, listening, pausing, echoing and clarifying children's responses.
