edited by pamela hodson and deborah jones

Speaking and listening are key elements of the primary English National Curriculum; they are also fundamental to children’s language development and learning. The need for teachers to develop children’s talk in its own right and also to use talk as a means of learning is central to effective primary practice, yet it is an area in which teachers often have little confidence.

Now in a fully revised and updated edition, Unlocking Speaking and Listening aims to address a recognised need by tackling key issues surrounding speaking and listening with rigour, depth and a strong focus on research.

The contributors offer creative and practical advice on teaching speaking and listening from the early years through Key Stages 1 and 2, underpinned by theory into the approach. Significant, interrelated and areas covered include:



Drama and storytelling


Working with EAL children


Gifted and talented pupils


Special educational needs


Using ICT.


With contributions from experts in the field, this book is a vital resource to help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum.

Deborah Jones is a Reader in Education and Course Leader for the Doctorate of Education at Brunel University.

Pamela Hodson is Principal Lecturer and Head of Primary English at Kingston University.

Introduction 1. Listening to children’s voices: Unlocking speaking and listening in the primary classroom Pamela Hodson 2. Speaking and listening: planning and assessment Deborah Jones 3. Fostering Speaking and Listening in Early years and Foundation stage setting Hilma Rask and Paty Paliokosta. With contributions from:Lalitha Sivalingham, Yasmin Mukadam 4. Teachers and children: a classroom community of storytellers Alastair K. Daniel 5. Dynamic Talk: Speaking, listening and learning through drama Colleen Johnson 6. Letting talents shine: developing oracy with gifted and talented children Mary Williams 7. Talking to think: why children need philosophical discussion Robert Fisher 8. Conveying the ‘right’ kind of message: facilitating the voices of bilingual learners Geeta Ludhra and Ruth Lewis 9. Inclusive approaches to communication with children who have special educational needs and/or disabilities Nicola Grove 10. Using talk for learning in science and mathematics Elizabeth Briten, Sarah Jackson-Stevens and Nicola Treby 11. Emphasising the ‘C’ in ICT: speaking, listening and communication Yota Dimitriadi, Pam Hodson and Geeta Ludhra