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dc.contributor.authorMyhill, D
dc.contributor.authorJones, SM
dc.contributor.authorWilson, A
dc.date.accessioned2015-10-12T10:45:22Z
dc.date.issued2016-01-08
dc.description.abstractThis paper draws on data from a national study, involving an experimental intervention with 54 schools across the country, in which teachers were mentored in a pedagogical approach involving explicit attention to grammatical choices and which advocated high-level metalinguistic discussion about textual choices. The research focused upon primary children aged 10-11, and in addition to statistical analysis of outcome measures, 53 lesson observations were undertaken to investigate the nature of the metalinguistic discussion. The data were analysed inductively, following the constant comparison method, with an initial stage of open coding, followed by axial coding which clustered the data into thematic groups. The analysis demonstrates the potential of metalinguistic talk in supporting young writers’ understanding of how to shape meaning in texts and the decision-making choices available to them. It signals the importance of teachers’ management of metalinguistic conversations, but also the role that teachers’ grammatical subject knowledge plays in enabling or constraining metalinguistic talk. The study highlights the importance of dialogic classroom talk if students are to develop knowledge about language, to become metalinguistically aware, and to take ownership of metalinguistic decision-making when writing.en_GB
dc.identifier.citationVol. 31, Issue 1, 2016 pp. 23-44en_GB
dc.identifier.doi10.1080/02671522.2016.1106694
dc.identifier.urihttp://hdl.handle.net/10871/18429
dc.language.isoenen_GB
dc.publisherRoutledgeen_GB
dc.rights.embargoreasonPublisher's policyen_GB
dc.subjectgrammaren_GB
dc.subjectwritingen_GB
dc.subjecttalken_GB
dc.subjectmetalinguistic understandingen_GB
dc.titleWriting conversations: fostering metalinguistic discussion about writingen_GB
dc.typeArticleen_GB
dc.identifier.issn0267-1522
dc.relation.isreplacedby10871/25063
dc.relation.isreplacedbyhttp://hdl.handle.net/10871/25063
pubs.declined2016-03-07T12:01:48.62+0000
pubs.deleted2016-03-07T12:01:48.105+0000
pubs.merge-to10871/25063
pubs.merge-tohttp://hdl.handle.net/10871/25063
exeter.place-of-publicationUK
dc.description“This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 08 January 2016, available online: http://wwww.tandfonline.com/10.1080/02671522.2016.1106694.”en_GB
dc.identifier.eissn1470-1146
dc.identifier.journalResearch Papers in Educationen_GB
refterms.dateFOA2017-07-09T00:00:00Z


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