Abstract
This paper describes some of the misconceptions and confusions in metalinguistic understanding which are established by the teacher during whole-class teaching of the active and passive voice. It draws on findings from a larger study investigating how teachers use talk in whole-class settings to scaffold children's learning. Through a detailed analysis of the teacher's interactions with her class, the paper illuminates the significance of clarity in explanations and choice of examples and the importance of secure subject knowledge. It demonstrates how the teaching of metalinguistic knowledge requires more than an ability to identify and define terminology, and how an overemphasis upon content can lead to a failure to acknowledge the cognitive and conceptual implications of pedagogical decisions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
