What Happens When a Teacher Uses Metalanguage to Teach Spelling?

Autor/in	Daffern, Tessa
Titel	What Happens When a Teacher Uses Metalanguage to Teach Spelling?
Quelle	In: Reading Teacher, 70 (2017) 4, S.423-434 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1528
Schlagwörter	Metalinguistics; Spelling; Teaching Methods; Personal Autonomy; Foreign Countries; Case Studies; Phonology; Morphology (Languages); Elementary School Teachers; Elementary School Students; Pedagogical Content Knowledge; English Instruction; Self Efficacy; Australia + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Schreibweise; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Ausland; Case study; Fallstudie; Case Study; Fonologie; Morphology; Morphologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; English langauage lessons; Englischunterricht; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	While learning to spell in English is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic, and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on an Australian Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how teachers can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01