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'Teacher talk' with children with language disorders: four case studies I

University of Newcastle upon Tyne

Kay Mogford-Bevan

University of Newcastle upon Tyne

In part I of this paper the general characteristics of 'teacher talk' and that of four language unit teachers are examined, and the effect of different move types on the degree of spontaneous speech exhibited by their pupils is shown. Qualitative differences in overall style of interaction among the four teachers were found which appeared to reflect differences in pedagogic goals and individual beliefs regarding the importance of conversation rather than the degree of control they exerted over subsequent pupil moves through their use of different move types including repair. The implications of the discrepancy found in some cases between what the four teachers reported in a question naire to be important aims and objectives and what took place in practice are also considered.

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