This project aimed to determine whether the use of standard forms of spoken English could be promoted with conscious effect by both adults and children within a primary school setting. For three half-terms, teachers delivered lesson starters which focussed on different but selected aspects of children’s spoken English. They also sought to create a culture within their classrooms in which both children and adults were able to challenge non-standard forms of English which they encountered.
From comparison of start and end point pupil surveys, it was determined that children’s understanding of grammatical concepts improved. Pupil age was not found to be a factor in increased survey scores; however, teacher subject knowledge and engagement were considered to have an impact on the success in each classroom.
Further iterations of the study would benefit from a greater initial focus on teachers’ subject knowledge. A whole-school approach is recommended as this would provide greater opportunity to increase the subject knowledge and engagement of all adults, including teaching assistants, and would help to create a school-wide culture which could promote the use of standard forms of spoken English.