Writing Conversations: Fostering Metalinguistic Discussion about Writing

Autor/inn/en	Myhill, Debra; Jones, Susan; Wilson, Anthony
Titel	Writing Conversations: Fostering Metalinguistic Discussion about Writing
Quelle	In: Research Papers in Education, 31 (2016) 1, S.23-44 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1106694
Schlagwörter	Intervention; Metalinguistics; Elementary School Students; Grounded Theory; Teaching Methods; Statistical Analysis; Coding; Grammar; Language Usage; Pedagogical Content Knowledge; Dialogs (Language); Role; Writing (Composition); Observation; Qualitative Research; Foreign Countries; Transfer of Training; Classroom Communication; Teacher Student Relationship; Elementary School Teachers; Discussion (Teaching Technique); Classroom Techniques; Educational Principles; United Kingdom (England); United Kingdom (London); United Kingdom (Sheffield) + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Codierung; Programmierung; Grammatik; Sprachgebrauch; Pädagogische Kompetenz; Dialog; Dialogs; Dialogue; Dialogues; Rollen; Schreibübung; Beobachtung; Qualitative Forschung; Ausland; Training; Transfer; Ausbildung; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Bildungsprinzip
Abstract	This article draws on data from a national study, involving an experimental intervention with 54 schools across the country, in which teachers were mentored in a pedagogical approach involving explicit attention to grammatical choices and which advocated high-level metalinguistic discussion about textual choices. The research focused upon primary children aged 10-11, and in addition to statistical analysis of outcome measures, 53 lesson observations were undertaken to investigate the nature of the metalinguistic discussion. The data were analysed inductively, following the constant comparison method, with an initial stage of open coding, followed by axial coding which clustered the data into thematic groups. The analysis demonstrates the potential of metalinguistic talk in supporting young writers' understanding of how to shape meaning in texts and the decision-making choices available to them. It signals the importance of teachers' management of metalinguistic conversations, but also the role that teachers' grammatical subject knowledge plays in enabling or constraining metalinguistic talk. The study highlights the importance of dialogic classroom talk if students are to develop knowledge about language, to become metalinguistically aware, and to take ownership of metalinguistic decision-making when writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01