My experiments into improving pupil outcomes through improved language acquisition are based on the premise that students cannot hope to achieve academic success if they do not have the power to describe their ideas.
This is not a new or novel idea, but nevertheless I decided early on in my career that I needed to be a role-model in my use of language. Some colleagues have argued that using the odd colloquialism can help draw student and teacher together in a shared use of language, but I found that the more sparingly I did this the less embarrassed we all were and the more my students were exposed to the language that some of their more prosperous peers had been playing with since primary school.
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