Teachers' and students' meta-reflections on writing choices: An Australian case study

Journal article


Love, Kristina and Sandiford, Carmel. (2016). Teachers' and students' meta-reflections on writing choices: An Australian case study. International Journal of Educational Research. 80, pp. 204 - 216. https://doi.org/10.1016/j.ijer.2016.06.001
AuthorsLove, Kristina and Sandiford, Carmel
Abstract

This paper reports on one component of an Australian Research Council funded project which supported teachers to build a deep knowledge about language and the associated pedagogies that impacted on students’ writing outcomes. Using case study data related to primary teachers’ and students’ understandings of a functional grammar and Bernstein’s (2000) concepts of knowledge recontextualization, we explore the processes whereby student writers internalise new learning about the grammatics (Halliday, 2002) of narrative, drawing on the interpersonal resources scaffolded by their linguistically-informed teachers. We further examine the affordances and struggles manifest in their metatalk as young writers deliberately consider choices related to the interpersonal aspects of narrative writing, revealing their move from common-sense to more scientific understandings of webs of meaning.

Keywordsgrammatics; narrative writing; metatalk; hallidayan linguistics; recontextualization
Year2016
JournalInternational Journal of Educational Research
Journal citation80, pp. 204 - 216
PublisherElsevier Ltd
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2016.06.001
Scopus EID2-s2.0-84979677051
Page range204 - 216
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/8v80y/teachers-and-students-meta-reflections-on-writing-choices-an-australian-case-study

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