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Teachers' and students' meta-reflections on writing choices: An Australian case study
Love, Kristina Sandiford, Carmel
Love, Kristina
Sandiford, Carmel
Author
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.
Keywords
grammatics, narrative writing, metatalk, hallidayan linguistics, recontextualization
Date
2016
Type
Journal article
Journal
International Journal of Educational Research
Book
Volume
80
Issue
Page Range
204-216
Article Number
ACU Department
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Source URL
Event URL
Open Access Status
License
File Access
Controlled