The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers.

中文翻译：

---

教师观察课堂交流：交流支持课堂观察工具在 4-7 岁儿童中的应用

“教师谈话”的性质可能对孩子的学习产生相当大的影响，但衡量课堂中的交流环境可能会带来挑战。这样做的一种工具是通信支持课堂观察工具 (CSCOT)。最初的使用表明专家（心理学家、言语和语言治疗师）和特殊教育需求协调员 (SENCO) 有效且可靠地使用它。一个关键问题是它是否可以被课堂教师常规使用，以及结果是否与早期研究的结果一致。CSCOT 观察由英格兰东北部两个地方当局的 33 所学校（32 间接待教室，25 所第一年和 25 所第二年）的教师进行，之后要求教师反思他们使用该工具的经验。分数与早期研究中的分数一致，并且与第 2 年相比，在接待的所有维度上都始终较高，但其他年份组之间没有差异。结果与原始研究基本一致。相对于所有年份的语言学习机会和互动而言，语言学习环境更高（这也没有区别）。语言学习环境之间存在适度的互动，其中接待组的分数显着较高，而第二年组的分数较低。教师在他们的反馈中支持使用 CSCOT，表明 CSCOT 易于使用且有助于指导实践。CSCOT 显然具有作为审核课堂交流的起点的实用性。它允许教师在课堂和年级之间进行比较，并有可能促进教师和专注于交流的专业从业者（如言语和语言治疗师）之间的合作。进一步的工作可以将观察工具与教师共同构建的干预计划联系起来。