{"id":560,"date":"2025-06-27T12:01:05","date_gmt":"2025-06-27T11:01:05","guid":{"rendered":"https:\/\/research.reading.ac.uk\/talk-rich-teaching\/?page_id=560"},"modified":"2025-12-01T13:27:58","modified_gmt":"2025-12-01T13:27:58","slug":"toolkit","status":"publish","type":"page","link":"https:\/\/research.reading.ac.uk\/talk-rich-teaching\/our-research\/toolkit\/","title":{"rendered":"The Talk-Rich Teaching Toolkit"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]The Talk-Rich Teaching Toolkit was the product of a collaborative research project between Naomi Flynn and Hampshire\u2019s Ethnic Minority and Traveller Achievement Service (EMTAS). Its purpose is to provide schools and teachers with a resource that supports a positive mindset towards use of oracy education in the classroom. Schools can work with the Toolkit in ways that align with their current school development priorities.<\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_single_image image=”635″ img_size=”full”][\/vc_column][vc_column width=”1\/3″][vc_column_text]While principally designed to give research-informed practical advice on the use of oracy with multilingual learners, its proposed classroom strategies work well for all learners. Furthermore, because of our Hampshire context, the Toolkit incorporates advice for working with learners from Gypsy Roma and Traveller families (referred to as Traveller & Showmen families in Hampshire). Thus it is likely to work effectively with a range of minoritised groups of learners.<\/span>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_column_text]The structure of the Toolkit is illustrated above. However, it is important that anyone working with the Toolkit engages first with the Principles we used to drive the Toolkit<\/a><\/strong>.<\/p>\n

What Schools Liked About the Toolkit<\/strong><\/p>\n