ERIC Number: EJ1124562
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
What Happens When a Teacher Uses Metalanguage to Teach Spelling?
Reading Teacher, v70 n4 p423-434 Jan-Feb 2017
While learning to spell in English is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic, and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on an Australian Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how teachers can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.
Descriptors: Metalinguistics, Spelling, Teaching Methods, Personal Autonomy, Foreign Countries, Case Studies, Phonology, Morphology (Languages), Elementary School Teachers, Elementary School Students, Pedagogical Content Knowledge, English Instruction, Self Efficacy
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A