A Provocative Approach for Communication with Low-Proficient Children: Examining How the Interactive Role of Teachers and Children Changes

Low-proficient children need to be engaged in high-quality oral interaction as soon as possible. Educational design research was conducted to discover elements of a provocative approach to enhance language and thought development of these children. These elements are presented and illustrated. Interactions were analysed in order to assess how teachers and children changed their role in the interactions, when teachers applied the approach. Results show that change is indeed possible, but not for everyone, nor to the same extent. Implications for teaching and professional learning initiatives are proposed.