This work represents a study done on the leisure time centre teachers' experience working with reading aloud and book talks as a means for language development among students in leisure time centres.

The method in which the data was collected was through semistructured interviews with leisure time teachers who were contacted through the schools which were assigned to us during our three year teacher education program for our “work integrated learning” courses.

The leisure time centres where asked to be part of our study due to their current work with loud out reading and book talks which were either a weekly or monthly recurrent practice on each leisure time centres.

The results show that it was corresponding with earlier research done in similar areas although some new findings could be extracted for example the opportunity for working with booktalks and loud out reading as a means for value-based work or the possibilities which reading out loud and booktalks hade for children's knowledge development both with regards to developing their thinking since books challenge children current thinking and with regards to their understanding of words and ability to express themselves were some of the positive impacts loud out reading and book talks had on children according to the leisure time teachers interviewed.

We used a cognitive and sociocultural perspective to analyse the learning process which took place according to the teachers interviewed.