| Summary: | <p>Talk plays a crucial role in the classroom from teacher discourse (Tolmie et al. 2010, Mercer, 2008) to pupils' social exchanges (Levine, Resnick and Higgins, 1993; Alexander, 2004; Mercer and Dawes, 2014; Gillies, 2014). The benefits for effective collaborative dialogue include intrinsic and extrinsic motivation, independence, internalisation of problem solving methods and a way of learning that uses discovery and peer interaction and questioning rather than monologic teacher talk and whole class pedagogies. After reviewing a range of research from the UK and internationally that sets out the importance of talk including leading research from Mercer (2000) and Alexander (2004), an English Department in an International School undertook practitioner research, drawing on these researchers' ideas and publications. The aim was to ascertain whether explicitly taught talk for learning techniques would improve understanding and independence in the 10-16 age range. The indications were that by raising the importance of talk, building opportunities into planning and working together as a Department towards a common goal, the quality of talk in the classroom improved. Additionally, greater opportunities for EAL and SEN learners were created and teachers developed professionally within the school context.</p>
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