Article published In: Australian Review of Applied Linguistics
Vol. 14:2 (1991) ► pp.1–29
Synoptic and dynamic analyses of classroom discourse
The role of metalanguage in teaching literacy
Published online: 1 January 1991
https://doi.org/10.1075/aral.14.2.01ham
https://doi.org/10.1075/aral.14.2.01ham
Abstract
This paper explores the relationship between teachers’ theories of language and learning and the nature of classroom discourse. Through analysis of data collected from two year 3 classes, it is argued that there are three components functioning simultaneously in all lessons. These are the interpersonal, the content and the metalanguage components. The focus of the paper is on how the content and the metalanguage components are realized in the classroom discourse, and on the educational implications of the metalanguage component in particular. It is suggested that the quality of the metalanguage component has an impact on the overall quality of the language education program and that this impact derives from an appropriate theory of language use.
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Cited by (2)
Cited by two other publications
Crosling, Glenda
1996. Multi-level structure of meaning in a business law tutorial. Australian Review of Applied Linguistics 19:1 ► pp. 89 ff.
Clyne, Michael & Diana Slade
1994. Spoken discourse studies in Australia. Australian Review of Applied Linguistics. Series S 11 ► pp. 1 ff.
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