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...

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Autores principales:	Debra Myhill, Annabel Watson, Ruth Newman
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2020
Materias:	Grammar Writing Metalinguistic understanding Metatalk Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/6b4a69a4f37243ffb01910383486534d
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id	oai:doaj.org-article:6b4a69a4f37243ffb01910383486534d
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spelling	oai:doaj.org-article:6b4a69a4f37243ffb01910383486534d2021-11-25T13:19:38ZThinking differently about grammar and metalinguistic understanding in writing10.5565/rev/jtl3.8702013-6196https://doaj.org/article/6b4a69a4f37243ffb01910383486534d2020-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/870https://doaj.org/toc/2013-6196In 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.Debra MyhillAnnabel WatsonRuth NewmanUniversitat Autònoma de BarcelonaarticleGrammarWritingMetalinguistic understandingMetatalkSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 13, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Grammar Writing Metalinguistic understanding Metatalk Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Grammar Writing Metalinguistic understanding Metatalk Special aspects of education LC8-6691 Language and Literature P Debra Myhill Annabel Watson Ruth Newman Thinking differently about grammar and metalinguistic understanding in writing
description	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.
format	article
author	Debra Myhill Annabel Watson Ruth Newman
author_facet	Debra Myhill Annabel Watson Ruth Newman
author_sort	Debra Myhill
title	Thinking differently about grammar and metalinguistic understanding in writing
title_short	Thinking differently about grammar and metalinguistic understanding in writing
title_full	Thinking differently about grammar and metalinguistic understanding in writing
title_fullStr	Thinking differently about grammar and metalinguistic understanding in writing
title_full_unstemmed	Thinking differently about grammar and metalinguistic understanding in writing
title_sort	thinking differently about grammar and metalinguistic understanding in writing
publisher	Universitat Autònoma de Barcelona
publishDate	2020
url	https://doaj.org/article/6b4a69a4f37243ffb01910383486534d
work_keys_str_mv	AT debramyhill thinkingdifferentlyaboutgrammarandmetalinguisticunderstandinginwriting AT annabelwatson thinkingdifferentlyaboutgrammarandmetalinguisticunderstandinginwriting AT ruthnewman thinkingdifferentlyaboutgrammarandmetalinguisticunderstandinginwriting
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Thinking differently about grammar and metalinguistic understanding in writing

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