Creating dialogic spaces: Talk as a mediational tool in becoming a writer

Jesson, Rebecca; Vicens, Xavier Fontich; Myhill, Debra

doi:10.1016/j.ijer.2016.08.002

Cited by 28 publications

(18 citation statements)

References 13 publications

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“…While the learning of L1 speech may be primarily instinctual and experiential (Hulstijn & De Graaff, 1994), transforming speech to written text requires an additional degree of abstraction, which creates high cognitive demand. From a Vygotskian perspective, writing requires both spontaneous concepts (developed through experience in everyday life) and scientific concepts (developed in the acquisition of a systematic body of knowledge, through formal instruction): this is elaborated by Jesson et al (2016) who suggest that writing instruction requires teachers to combine 'procedural knowledge and scientific concepts' (p. 158), with attention to the relationship between the two. Knowledge about language is therefore often conceptualised through duallisms such as tacit/explicit, implicit/explicit, conscious/unconscious and declarative/procedural.…”

Section: Metalinguistic Knowledgementioning

confidence: 99%

“…Bell, 2016;Safford, 2016;Watson, 2015aWatson, , 2015b, teacher subject knowledge (e.g. Jones & Chen, 2012;Macken-Horarik et al, 2018), and dialogue (Fontich, 2014;Jesson et al, 2016;Watson & Newman, 2017). There is still limited empirical evidence of what might constitute an effective pedagogy for grammar, and particularly how explicit knowledge about language might transfer into the act of text production.…”

Section: Introductionmentioning

confidence: 99%

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Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching

2021

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High-quality talk' is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted to characterize this talk with attention to the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how the concepts of procedural and declarative metalinguistic knowledge may be applied to classroom discourse in order to identify the problems and potentials of grammatical 'Metatalk' . The data is drawn from observations of functionally-oriented grammar lessons in 17 classrooms across England. This opportunity sample was drawn from the intervention group of a randomized control trial, all of whom were working within a pedagogical model which embeds attention to grammar as a resource for meaning-making within the teaching of writing. Given the impact of effective teacher-student dialogue on student learning, studies such as this are valuable for illuminating how classroom talk operates within the teaching of grammar for writing. The findings particularly reveal the role of teacher-guided talk during collaborative writing activities in facilitating bi-directional transfer between declarative and procedural metalinguistic knowledge.

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Section: Metalinguistic Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching

2021

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“…Mot en ökad precision i iakttagelserna Huvudtanken bakom användandet av ett formellt metaspråk är att det ger en ökad precision i iakttagelserna. Den fråga några forskare emellertid ställt sig är just hur pass formellt metaspråket behöver vara utformat (Jesson et al, 2016;Macken-Horarik, 2008;Schleppegrell, 2013). Som vår studie visar finns exempel där precision i stort sett upprätthålls även med ett informellt uttryck som vem berättar vs berättarperspektiv, jag-form vs jag-berättare eller håller på med samma ord vs ordupprepning.…”

Section: Diskussionunclassified

Lärares samtal om elevers skrivande av berättande texter i tidiga skolår

Liberg

Nordlund

2019

NJLR

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Det finns än i dag inte mycket forskat kring hur lärare för de tidiga skolåren samtalar om barns skrivande av berättande texter. Därför vill vi med den här studien bidra till ökade insikter genom att undersöka hur lågstadielärare förändrar sitt sätt att tala om elevers berättande texter efter en kortare fortbildning kring sådana språkliga resurser, som tidigare forskning pekar ut som viktiga att lyfta i skrivundervisningen. Resultaten visar att lärarna i fortbildningen breddar sin repertoar av språkliga resurser som rör narratologiska aspekter, om än i olika grad beroende på vilken typ av elevtext de talar om. Det ligger i linje med tidigare forskning som visar på lärares vana och vilja att använda litterärt metaspråk vilket de kopplar till kreativitet, medan det grammatiska metaspråket kopplas till regler och restriktioner. Lärarna blir också mer precisa i sina uttalanden genom att oftare dels använda formellt metaspråk, dels ge exempel från de elevtexter de diskuterar. Resultaten bidrar således med underlag för fortsatta diskussioner om vad som behöver betonas inom fortbildning och lärarutbildning och understryker betydelsen av långsiktighet inom sådan utbildning. Studien ger också underlag för diskussioner om synsätt på elevers tidiga skrivande i undervisningen, styrdokument och läromedel.

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“…In terms of how linguistic resources can be used, there are two main ways of commenting on texts: by means of formal language, i.e., technical language including grammatical and writing-related metalanguage, and by means of informal language, i.e. everyday language (Chen & Myhill, 2016;Jesson et al, 2016;Myhill & Newman, 2016). It has furthermore been discussed that important dimensions of teachers' knowledge are often a tacit set of criteria necessary for holistic assessments of texts and these tacit criteria could, when verbalized, be discussed as parts of a formal as well as an informal metalanguage (Matre & Solheim, 2016).…”

Section: Introductionmentioning

confidence: 99%

Formal and informal metalanguage in primary teachers’ talk about informational student texts

Folkeryd

Geijerstam

2019

NJLR

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Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school (Macken-Horarick, Sandiford, Love & Unsworth, 2015). Few studies have however focused on how teachers talk about content aspects in young students' informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops. Based on research within a social semiotic perspective, the workshops focused on linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.

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Creating dialogic spaces: Talk as a mediational tool in becoming a writer

Cited by 28 publications

References 13 publications

Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching

Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching

Lärares samtal om elevers skrivande av berättande texter i tidiga skolår

Formal and informal metalanguage in primary teachers’ talk about informational student texts

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