Thinking differently about grammar and metalinguistic understanding in writing
In the light of ongoing international debate about the purpose of explicit teaching of grammar, this paper considers the relationship between metalinguistic understanding and development as a writer. Drawing on a cumulative series of studies over a period of ten years, adopting a functionally-orient...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:225778 |
| Acceso en línea: | https://ddd.uab.cat/record/225778 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.870 |
| Access Level: | acceso abierto |
| Palabra clave: | Grammar Writing Metalinguistic understanding Metatalk Gramàtica Escriptura Comprensió metalingüística Parla metalingüística Gramática Escritura Comprensión metalingüística Habla metalingüística Grammaire Écriture Compréhension métalinguistique Parle de métalinguistique |
| Sumario: | In the light of ongoing international debate about the purpose of explicit teaching of grammar, this paper considers the relationship between metalinguistic understanding and development as a writer. Drawing on a cumulative series of studies over a period of ten years, adopting a functionally-oriented approach to grammar, the paper argues that purposeful grammar teaching occurs within the teaching of writing, not divorced from it; and that this teaching develops students' metalinguistic understanding of how written texts are crafted and shaped. In this way, grammar is positioned as a resource for learning about writing and one which can support students in becoming increasingly autonomous and agentic decision-makers in writing. We show through practical examples how the pedagogy works in practice, and through classroom interaction data we highlight how metalinguistic talk (metatalk), which enables and encourages the verbalisation of choice. The data also shows, however, that teachers' skill in managing metatalk about metalinguistic choices in writing is critical in framing students' capacity to think metalinguistically about their writing and to be autonomous writerly decision-makers. |
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