Going meta: dialogic talk in the writing classroom
Myhill, D; Newman, R; Watson, A
Date: 1 February 2019
http://hdl.handle.net/10871/40130
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=141355040
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=141355040
Article
Journal
Australian Journal of Language and Literacy
Publisher
Australian Literacy Educators' Association
Abstract
The rich body of research on dialogic, exploratory talk points to its significance in developing and
securing student learning (Alexander 2018; O’Connor and Michaels 2007; Reznitskaya et al 2009; Gillies
2016). More recently, this body of research has begun to consider dialogic talk specifically in the
context of literacy education ...
The rich body of research on dialogic, exploratory talk points to its significance in developing and
securing student learning (Alexander 2018; O’Connor and Michaels 2007; Reznitskaya et al 2009; Gillies
2016). More recently, this body of research has begun to consider dialogic talk specifically in the
context of literacy education (for example, Juzwik et al 2013; Boyd and Markarian 2015; Wilkinson et
al 2015; Edwards-Groves and Davidson 2017). However, there remains a dearth of research which
considers the role of dialogic talk in the teaching and learning of writing, and particularly its role in
supporting developing writers’ metalinguistic understanding of how linguistic choices shape meaning
in written texts. This article will report on qualitative data draw from a national study, involving a
randomized controlled trial and an accompanying process evaluation. The study involved an
intervention which was informed by a Hallidayan theoretical framing of metalinguistic understanding
which sees grammar as a meaning-making resource, and which promoted explicit teaching which made
purposeful connections between grammatical choices and their meaning-making effects in writing,
and which promoted the role of dialogic talk. Specifically, this article will consider how teachers
manage this metalinguistic dialogic talk about language choices in the writing classroom.
School of Education
Faculty of Humanities, Arts and Social Sciences
Item views 0
Full item downloads 0