The impact of [meta] talk about writing on metalinguistic understanding and written outcomes: A review

Abstract

Classroom talk about language use may support young writers’ capacity to enact choice and control over their written production and is thus a key pedagogical tool in writing instruction (Myhill & Newman, 2016, 2019). However, relatively little is known about the nature of learning transfer in writing instruction, particularly how what is spoken in the classroom influences learners’ written outcomes. This paper, therefore, examines the L1 (first language) and L2 (second and additional language) literature for evidence of how talk about writing influences learners’ metalinguistic understandings (knowledge about language use) and writing choices. It also draws out from the literature approaches that promote the kinds of talk conceived of as impactful in the development of these understandings about and for writing. The findings might usefully inform pedagogical and methodological approaches to instructional interventions that seek to both establish and advance the impact of talk about writing.