ABSTRACT
In the primary languages classroom, while learners may be used to practising and using language at discrete moments in a lesson, during set activities, it is relatively rare to hear them speak spontaneously, without prompting. This type of spontaneous talk is, however, possible to achieve through the application of a series of principles. This chapter aims to demonstrate that it is possible for primary school learners of languages to develop a limited repertoire of confident, fluent target language talk. It will show that this language need not be restricted to separate topics, but that through a focus on transferable structures, learners can speak in a range of contexts.
