Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about?
Pope, Melanie. (2005) Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about? Language Awareness, Vol.14 (No.1). pp. 39-55. ISSN 0965-8416
WRAP_Pope_la0140039.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://dx.doi.org/10.1080/09658410508668819
Traditional psycholinguistic approaches to metalinguistic awareness in L1 learners elicit responses containing metalanguage that demonstrates metalinguistic awareness of pre-determined aspects of language knowledge. This paper, which takes a more ethnographic approach, demonstrates how pupils are able to engage their own focus of metalanguage when reflecting on their everyday learning activities involving written language. What is equally significant is what their metalanguage choices reveal about their understanding and application of written language concepts.
|Item Type:||Journal Article|
|Subjects:||P Language and Literature > P Philology. Linguistics
L Education > L Education (General)
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Library of Congress Subject Headings (LCSH):||Language awareness in children -- Great Britain, Written communication|
|Journal or Publication Title:||Language Awareness|
|Page Range:||pp. 39-55|
|Access rights to Published version:||Open Access|
|References:||Baker, C. and Freebody, P. (1989) Talk around text: Constructions of textual and teacher authority in classroom discourse. In S. De Castell, A. Luke and C. Luke (eds) Language, Authority and Criticism: Readings on the School Textbook. London: Falmer. Bereiter, C. and Scardamalia, M. (1987) The Psychology of Written Composition. Hillsdale, NJ: Erlbaum. Berry, R. (2005) Making the most of metalanguage. Language Awareness 14 (1), 3–20. Cioffi, G. (1984) Observing composing behaviours of primary-age children: The interaction of oral and written language . In R. Beach, and L.S. Bridwell (eds) New Directions in Composition Research. New York: Guildford. Dahl, K.L. and Freppon, P. (1985)Acomparison of inner-city children’s interpretations of reading and writing instruction in the early grades in skills-based and whole-language classrooms. Reading Research Quarterly 31, 50–75. Davis, H.G. (2001) Words: An Integrational Approach. Richmond: Curzon. Davis, H.G. (2003) Introduction. In H.G. Davis and T.J.Taylor (eds) (2003) Rethinking Linguistics. London: Routledge Curzon. DfEE (1999) The National Curriculum for England. London: DfEE QCA. DfES (2001) The National Literacy Strategy: Framework for Teaching English, Years 7, 8 and 9. London: DfES. Dyson, A.H. (1989) Multiple Worlds of Child Writers: Friends Learning to Write. New York: Teachers College. Dyson, A.H. (1991) Viewpoints: The word and the world – reconceptualizing written language development, or do rainbows mean a lot to little girls? Research in the Teaching of English 25, 97–123. Dyson, A.H. (1992) Whistle for Willie, lost puppies and cartoon dogs: The sociocultural dimensions of young children’s composing. Journal of Reading Behavior 24 (4), 433–61. Graves, D. (1983) Writing: Teachers and Children at Work. Portsmouth NH: Heinemann. Halliday, M.A.K. and Hasan, R. (1976) Cohesion in English. London: Longman. 54 Language Awareness Hannan, G. (2001) Successful People Successful Learners. Much Wenlock: Hannan Training and Consultancy. Harris, R. (1996) The Language Connection. Bristol: Thoemmes. Harris, R. (1998) Introduction to Integrational Linguistics. Oxford: Elsevier. MacGillivray, L. (1994) Tacit shared understandings of a first-grade writing community. Journal of Reading Behavior 26 (3), 245–66. Myhill, D. (2001) Better Writers. London: Westley Courseware. Ong, W. (1982) Orality and Literacy: The Technologising of the Word. London: Methuen. Rampton, B., Roberts, C., Leung, C. and Harris, R. (2002) Methodology in the analysis of classroom discourse. Applied Linguistics 23 (3), 373–92. Taylor, T.J. (2000) Language constructing language: The implications of reflexivity for linguistic theory. Language Sciences 22, 483–99. Taylor, T.J. (2003) Language constructing language: The implications of reflexivity for linguistic theory. In H.G. Davis and T.J. Taylor (eds) Rethinking Linguistics. London: Routledge Curzon.|
Actions (login required)