Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years

Abstract

The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers.

Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

“…A strength of the included studies is that a number of significant and positive outcomes were achieved by teacher-led interventions ( n = 15) and future studies should continue to explore effectiveness in natural contexts (Bleses et al, 2018). It is also essential that educators are willing and able to incorporate the evidence-based strategies into their practice (Dagenais et al, 2012; Law et al, 2019; Lindsay et al, 2012). Stoiber and Gettinger (2016) suggest that the gap between research and practice should decrease when practitioners can easily incorporate strategies into their normal routines.…”

“…Stoiber and Gettinger (2016) suggest that the gap between research and practice should decrease when practitioners can easily incorporate strategies into their normal routines. As noted by Law et al (2019) and Shiel et al (2012), increased curricula demands, along with a greater focus on preparation for standardised assessment in the primary classroom, may make the incorporation of language-supporting practices more challenging and an understanding of the social validity of interventions (Greenwood et al, 2020) is crucial. Of the included studies, Spencer et al (2015) considered this by way of teacher questionnaire and Goodson et al (2010) sought to understand the impact of the intervention on time allocated to other practices in the classroom, but consideration in other studies was absent, making this a key area for development in future research.…”

“…Accordingly, intervention before primary school may be more effective means of addressing need (Bercow, 2008; Walker et al, 2020). However, the increased stability of language skills in the school years could arise from the more uniform nature of language-learning opportunities in primary schools (Justice et al, 2018), a suggestion supported by findings that teachers place less emphasis on language-supporting practice in favour of the curriculum as children move into formal education (Law et al, 2019). This, combined with the high numbers of children in the early school years experiencing language-learning needs (Norbury et al, 2016) and beyond (Law et al, 2011), highlights the need for a greater understanding of what works in these classroom contexts to support language learning.…”

Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

“…The intervention themes were informed by the Communication Supporting Classroom Observation Tool (CSCOT) (Dockrell et al, 2015), comprising classroom-based activities within three domains; language learning opportunities (LLO), language learning interactions (LLI), and language learning environments (LLE). LLE was only briefly discussed in the first session, since previous research has found greater awareness among teachers for this domain than for LLO and LLI (Dockrell et al, 2015; Law et al, 2019).…”

Screening for Language Difficulties in Disadvantaged Populations on Entry to Early Years Education: Challenges and Opportunities

“…Discourse skills, critical for later achievement, are built on vocabulary and grammar but also from children’s ability to engage in conversational turns. There is a need to move beyond a focus on vocabulary and reducing the word gap in interventions ( 41 ) to provide opportunities for extended discourse, to enhance the classroom language learning environment ( 74 , 75 ), and to develop strategies and resources for their children at entry to nursery ( 76 ).…”