Metatalk Moves: Examining Tools for Collective Academic Discourse Learning

Autor/inn/en	Phillips Galloway, Emily; McClain, Janna B.
Titel	Metatalk Moves: Examining Tools for Collective Academic Discourse Learning
Quelle	In: Reading Teacher, 74 (2020) 3, S.305-314 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips Galloway, Emily) ORCID (McClain, Janna B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1950
Schlagwörter	Elementary School Students; Grade 4; Vocabulary Development; Group Discussion; Classroom Communication; Language Acquisition; Oral Language + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Wortschatzarbeit; Gruppendiskussion; Klassengespräch; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Educators are increasingly aware of the role of classroom talk in cultivating students' language knowledge, which in turn supports their skilled reading comprehension. The result has been greater attention to teacher talk moves that transform class discussions into opportunities for language learning. However, less focus has been placed on the strategies used by students as they work together to both learn language and learn about language. The authors focus on a fourth-grade classroom in which students scaffold one another's language development through powerful language-focused talk, or metatalk, during a small-group vocabulary activity. By examining the characteristics of these metatalk episodes and delineating talk moves used by students within them, the authors make visible moves that educators might note and build from. This study informs instruction that capitalizes on the language knowledge held by individual learners in the service of collective language learning for all. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01