Abstract
Teaching & Learning Guide for: “L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus”
Highlights
Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing
Of special significance is the introduction to the volume, which includes a brief account of how the notion of “metalinguistic” has been considered in the various domains in which it has been used; it offers a general overview of research devoted to the study of “metalinguistic activity.”
This paper contributes to a special issue “Working on grammar at school in L1 education: Empirical research across linguistic regions.”
Summary
This guide accompanies the following article: Fontich, X. (2016). ‘L1 Grammar instruction and writing: Metalinguistic activity as a teaching and research focus’. See the volume Metalinguistic activity straddling grammar and writing (Camps & Fontich comps, in preparation) This relatively recent webpage is maintained by Geoff Dean (a former primary and secondary teacher and currently a consultant in language education) and Dick Hudson (Emeritus Professor of Linguistics at UCL‐University College London and Fellow of the British Academy). It maintains that such research trends, which are of a sociocultural orientation, believe that reflexivity fuels language learning and development According to this perspective, the goal of grammar instruction ought to be less of an articulation of a syllabus of grammar contents and procedures (the what and the how) but more of a prompting of metalinguistic activity in the classroom (in the form of social interaction), as a source of learning a plethora of concepts that allow reflecting on both the grammar system and language use (the what for). It locates metalinguistic activity within the pedagogic system, i.e., the interplay among content, teaching, and learning
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