Understanding metalinguistic development in beginning writers

A functional perspective

Authors

  • Honglin Chen University of Wollongong
  • Pauline Jones University of Wollongong

DOI:

https://doi.org/10.1558/japl.v9i1.81

Keywords:

concept formation, grammatical development, mediation, metalinguistic understanding, sociocultural theory, systemic functional linguistics

Abstract

Internationally, English curricula increasingly emphasize the explicit teaching of knowledge about language. This paper reports on a small pilot study of an ongoing project investigating the relationship between explicit teaching about language and its uptake by students. Drawing on the underpinnings of Vygotskian sociocultural theory and Hallidayan systemic functional linguistics, this paper presents an interdisciplinary approach to the analysis of development in students’ metalinguistic understanding. The approach recognizes the centrality of the expert’s mediation via classroom interaction involving data drawn from observations of lessons, interviews and writing conversations with students. The findings demonstrate some of the complexity involved in learning a grammatical concept: that is, in recognizing, acquiring and applying metalinguistic knowledge to the task of becoming increasingly literate. The paper argues that the purpose of teaching metalinguistic knowledge should be to support learners to become confident and successful users of language. Our findings also make some important suggestions for pedagogic practice with respect to teaching knowledge about language to young learners.

Author Biographies

  • Honglin Chen, University of Wollongong

    Honglin Chen is a Senior Lecturer in TESOL (Teaching English to Speakers of Other Languages) at the University of Wollongong. Her research interests span second language education, writing development, educational linguistics, and language policy and curriculum.

  • Pauline Jones, University of Wollongong

    Pauline Jones is a Senior Lecturer in Language in Education at the University of Wollongong. Her research interests include classroom discourse, systemic functional linguistics/semiotics and English curriculum and policy.

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Published

2013-12-30

How to Cite

Chen, H., & Jones, P. (2013). Understanding metalinguistic development in beginning writers: A functional perspective. Journal of Applied Linguistics and Professional Practice, 9(1), 81-104. https://doi.org/10.1558/japl.v9i1.81