School of English
Module manager: Professor Julia Snell
Email: j.snell@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
| ENGL3475 | Children, Talk and Learning |
This module is not approved as a discovery module
In this module, we examine how classroom talk, learning and identity have been investigated and theorised in the research literature and apply these understandings to audio- and video- recordings of classroom interaction. In the first half of the module, we review evidence that certain kinds of talk – or ‘dialogue’ – enhance students’ learning and cognitive development, re-energise disengaged students, and empower marginalised voices. At the same time, we consider why some students may find themselves silenced by the social conditions of schooling and thus miss out on opportunities to benefit from classroom dialogue. In the second half of the module, we critically examine the institutional structures and ideologies that maintain systems of power and privilege in schools and consider how linguistically-informed pedagogies might be used to promote educational equity. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
The module aims to promote an engaged, critical and informed understanding of talk and interaction as sites of learning through examination of the different ways in which classroom talk and learning have been investigated and theorised in the research literature and explorations of video and audio recorded excerpts of classroom lessons and children’s interaction.
Key module objectives are:
- To develop a critical understanding of the importance of talk for teaching and learning
- To evaluate the effects of different patterns of teacher-pupil interaction on pupil learning
- To understand how social and institutional factors impact on what happens in classrooms
- To extend knowledge of research methods in applied language studies
On successful completion of the module, students will be able to:
1. Analyse patterns of discourse and dialogue in classroom interaction
2. Analyse the effectiveness of different forms of classroom interaction in supporting children’s learning
3. Demonstrate knowledge of classroom interactions as sites of teaching and learning and educational (in)equalities
Skills Learning Outcomes
On successful completion of the module, students will be able to:
4. Understand and draw knowledge from debates about language in education
5. Demonstrate awareness of relationship between theory (e.g. on dialogue, learning and social identification) and data
6. Communicate ideas effectively in writing, for both academic and non-academic audiences (work-ready).
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Individual Support | 1 | 1 | 1 |
| Lecture | 4 | 1 | 4 |
| Seminar | 10 | 1.5 | 15 |
| Private study hours | 180 | ||
| Total Contact hours | 20 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students will have preparatory reading and tasks for each seminar and lecture, with formative feedback provided from the academic tutor and peers in each seminar. Further feedback will be available through office hour appointments.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Analysis of Classroom Performance | 40 |
| Coursework | Reflection | 25 |
| Coursework | Multimodel Assessment | 35 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team