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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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| 2 |
Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
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Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
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| 5 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
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| 6 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 7 |
El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
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Γνωστική και γλωσσική ενημερότητα κατά τη νηπιακή και σχολική ηλικία ... : Cognitive and linguistic awareness during preschool and school age ...
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Conhecimento metalinguístico e compreensão da leitura em alunos surdos do 2º e 3º ciclos
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| 10 |
Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
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In: International Journal for the Scholarship of Teaching and Learning (2020)
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| 11 |
La formación de palabras en el aula : observar, pensar y reflexionar
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| 12 |
Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
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| 13 |
Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
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Irey, Robin. - : eScholarship, University of California, 2019
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| 14 |
The influence of phonological awareness on EFL pronunciation acquisition ...
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| 15 |
The influence of phonological awareness on EFL pronunciation acquisition ...
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| 17 |
The Additive Effects of Bilingualism on Third or Additional Language Acquisition: the Role of Metalinguistic Awareness ...
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| 19 |
Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness and Orthographic Knowledge
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In: Australian Journal of Teacher Education (2018)
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| 20 |
Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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Abstract:
Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants&rsquo ; new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish&ndash ; English cognate instruction&mdash ; areas that may be overlooked in many classrooms.
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Keyword:
academic vocabulary instruction; cognates; elementary classroom teachers; metalinguistic awareness; morphology
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URL: https://doi.org/10.3390/educsci8040161
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