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SUMMARY:Talking Classrooms -Interim findings from a classroom-based enquir
 y exploring the relationship between input\, interaction and spontaneous t
 alk in the primary classroom. - Bernardette Holmes\, University of Cambrid
 ge Language Centre
DTSTART:20110524T160000Z
DTEND:20110524T173000Z
UID:TALK31153@talks.cam.ac.uk
CONTACT:Ewa Illakowicz
DESCRIPTION:During this academic year\, Bernardette has been working on a 
 classroom-based enquiry called Talking Classrooms.  The study overall will
  demonstrate how 5 primary teachers have engaged with research methodology
  to evaluate and transform their practice. This has involved discourse ana
 lysis of interaction language from the classroom\, pre-testing of children
 's understanding of frequently used language and the introduction of fresh
  input methodology with a view to exploring the extent to which controlled
  teacher input can affect spontaneous use of language from the children. T
 he participating teachers are using audio recordings with selected transcr
 iption to capture critical incidents where children have either used memor
 ised chunks of language in context to express emotions or needs or have at
 tempted to deconstruct and reconstruct teacher language to create fresh me
 anings. \nHer talk will present the interim findings from the first phase.
   Bernardette will also refer to the findings of the KS2 Longitudinal Stud
 y (Cable et al 2010) drawing particular attention to creative reconstructi
 on.\n\nBiography\nBernardette Holmes is currently Director of Languages Fi
 rst at the Language Centre of the University of Cambridge\, promoting and 
 developing innovative language teaching programmes for teachers of languag
 es in all phases and sectors across the East of England.  Bernardette is k
 nown to be a dynamic and inspiring teacher. Throughout a long career as ad
 viser\, inspector\, teacher trainer and researcher\, she has made a major 
 contribution to languages education in England.  She advised and worked on
  the guidance for the original National Curriculum orders\, and has played
  a significant role in such key areas as Assessment\, Autonomy\, Languages
  for All\, the use of the Target Language and CLIL.  Since the introductio
 n of the National Strategy\, she has overseen development of the Key Stage
  2 Framework for Languages and played a central role in articulating both 
 the pedagogy and support structures needed for coherent language learning 
 in primary and secondary schools. She believes strongly in practice-led re
 search and in the importance of links between universities and schools.\n\
 nBefore joining the Language Centre\, Bernardette worked closely with Prof
 essor Rosamond Mitchell at the University of Southampton where she was cen
 trally involved in monitoring linguistic progression in the primary classr
 oom as part of the DCSF funded Longitudinal Study of Languages in Key Stag
 e 2\, Cable et al 2010.   Bernardette is President Elect of the Associatio
 n for Language Learning.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room GS5
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