Over the last two years in my role as an education consultant I have become increasingly concerned about students’ and teachers’ use of appropriate transactional language – that is the language of learning. Highlighting weaknesses in students’ ability to express their ideas in a structured way can seem pedantic in what may be a vibrant learning environment, but because I have the privilege of observing pupils in a vastly different range of schools and contexts, I can see the difference it makes.
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