Abstract
AbstractAction research is used in this article as a means of discovering the possibilities of extending language development opportunities for children of 4 and 5 years just beginning their education in ‘English’. It is a reflective and detailed account of the strategies used to encourage the children to talk firstly, and then to write in a fuller more comprehensive manner using extended phrases and sentences. Different methods are used but in particular the use of story telling, questioning and drama are employed. Issues that emerge from the situation are explored and actions are evaluated. The account is self‐critical and self‐evaluative and indicates the need for the teacher to be responsive to individual pupil needs.
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