Metalanguage: The ‘teacher talk’ of explicit literacy teaching in practice

Abstract

Much has been written about what constitutes effective literacy teaching and learning, the power of effective ‘teacher talk’ and the impact on student learning outcomes. There is a growing body of research into pedagogical change to improve literacy outcomes and the implementation of schoolwide approaches to teaching and learning, particularly within the context of school improvement. This article ties together these two threads through the powerful stories of two primary schools that had undertaken a long-term school improvement project. The evidence of their explicit teaching of literacy is examined through investigation of the ‘teacher talk’ that occurs in classroom interactions and professional conversations. The way this talk reflects teachers’ shared pedagogical practices, their use of metalanguage for learning and students’ engagement is exemplified. It shows how, in each case, the pedagogical dialogue and literacy learning is mutually used by teachers and students in their literacy practices.