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dc.contributor.authorMyhill, Debraen_GB
dc.contributor.departmentUniversity of Exeteren_GB
dc.date.accessioned2007-12-15T18:01:02Zen_GB
dc.date.accessioned2011-01-25T11:51:42Zen_GB
dc.date.accessioned2013-03-20T16:41:12Z
dc.date.issued2003en_GB
dc.description.abstractThis article describes some of the misconceptions and confusions in metalinguistic understanding which are established during whole class teaching of the active and passive voice. It draws on findings from a larger study investigating how teachers use talk in whole class settings to scaffold children’s learning. Through a detailed analysis of the teacher’s interactions with her class the article illuminates the significance of clarity in explanations and choice of examples and the importance of secure subject knowledge. It demonstrates how the teaching of metalinguistic knowledge requires more than an ability to identify and define terminology, and how an over-emphasis upon content can lead to a failure to acknowledge the cognitive and conceptual implications of pedagogical decisions.en_GB
dc.description.sponsorshipESRCen_GB
dc.identifier.citationMyhill, Debra(2003) 'Principled Understanding? Teaching the Active and Passive Voice', Language and Education, 17: 5, 355—70en_GB
dc.identifier.doi10.1080/09500780308666856en_GB
dc.identifier.urihttp://hdl.handle.net/10036/15272en_GB
dc.language.isoenen_GB
dc.publisherMultilingual Mattersen_GB
dc.relation.urlhttp://dx.doi.org/10.1080/09500780308666856en_GB
dc.subjectgrammaren_GB
dc.subjectmisconceptionsen_GB
dc.titlePrincipled Understanding? Teaching the Active and Passive Voiceen_GB
dc.typeArticleen_GB
dc.date.available2007-12-15T18:01:02Zen_GB
dc.date.available2011-01-25T11:51:42Zen_GB
dc.date.available2013-03-20T16:41:12Z
dc.identifier.issn0950-0782en_GB
dc.identifier.journalLanguage and Educationen_GB


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