This research project aimed to investigate the impact different forms of dialogic teaching have on children's spoken language development. The study focused on teachers perceptions of how effective forms of dialogic teaching impacted children’s spoken language development and audio evidence of pupils engaging in such discussions. Year 2 children and teachers were investigated via interviews, field notes and audio recording. The research found that through different forms of dialogic teaching, children’s spoken language understanding was effectively developed through experiencing discussions with both teachers and pupils. The research concludes the importance of varied discussions to positively impact children’s spoken language development.

This research was conducted in 2021, exploring the idea that various discussions, which are forms of dialogic teaching, impact children's spoken language development. The current literature, research and guidance will be discussed in the light of spoken language and inform the research. The aims of the methodology regarding the justification of chosen methods for the research are discussed, along with their potential limitations and how to overcome these. The findings of the research will then be discussed, and conclusions will be made, to inform recommendations.