Talking about texts: Middle school students’ engagement in metalinguistic talk

How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction

“…D'warte () illustrated how an eighth‐grade humanities educator facilitated explicit reflection on students’ linguistic experiences. (D'warte used many transcription conventions in the original text.…”

“…Although this interaction may appear to only serve a community‐building purpose, it is also explicitly connected to literacy instruction. D'warte () argued that this conversation represents a moment in which both the teacher and students recognize their existing “linguistic dexterity” (p. 128). This recognition is the first step toward using students’ existing linguistic strengths as the basis for making connections to school‐based language and literacy practices.…”

“…Notably, many of the discussions that D'warte () documented in her article centered around how the purpose, audience, and context influence students’ language choices. She noted how these discussions are the basis for making connections with English language arts standards that expect students to take into account purpose and audience in academic writing.…”

Conceptualizing metalinguistic understanding in writing / Conceptualización de la competencia metalingüística en la escritura

“…Authors Oral development Downing & Oliver, 1974;Gombert, 1992; Reading comprehension Hiebert, Cioffi & Antonak, 1984;MacGillivray, 1994;D'warte, 2012Second Language Learning Cisero & Royer, 1995Norbert, 1999 ;Bialystok, 2007;Hu, 2010 ;Bialystok & Barac, 2012 ;Ellis, 2009Early Years' Learning Karmiloff-Smith et al, 1996Martello, 2001;Lin et al 2011Spelling Development Nunes, Bryant & Bindman, 2006Bourassa, Treiman & Kessler, 2006Handwriting Development Caravolas, Kessler, Hume & Snowling, 2005 Gombert (1992) did recognise some of the specific demands of writing and that metalinguistic understanding in writing may be different from that related to talk. He notes that the absence of an immediate reader and immediate feedback makes writing more challenging, 'the cognitive consequence of [this…] is the higher level of abstraction and elaboration required in the processing of written language' (1992:151) and suggests that, as a consequence, 'metalinguistic development thus appears to be of primary importance in the acquisition of writing'.…”

Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning

“…Schrijven brengt metalinguïstische activiteit met zich mee omdat het besluitvorming over taal en communicatie van betekenis vereist (Bereiter en Scardamalia, 1987;Chen & Myhill, 2016;Myhill & Jones, 2015), wat impliceert dat metatalk (Parr en Wilkinson 2016) over schrijven belangrijk is. Eerdere studies naar de interactie tussen leerkrachten en leerlingen hebben aangetoond dat gesprekken gunstig zijn voor het ontwikkelen van schrijfvaardigheid (Dolz en Erhard 2000;D'warte 2012;Myhill et al, 2012). Er is echter weinig onderzoek gedaan naar hoe reflectieve praktijken zich voordoen in de interactie van samenwerkende schrijvende leerlingen.…”