This conceptually expansive volume provides a theoretical framework and practical guide for designing and implementing literacy instruction that promotes students critical metalinguistic awareness in K-12 classroom contexts.
This conceptually expansive volume provides a theoretical framework and practical guide for designing and implementing literacy instruction that promotes students critical metalinguistic awareness in K12 classroom contexts.
Grounded in varied instructional contexts, the chapters present theories of language and overviews of research in ways that are accessible and engaging. Through innovative research and practical examples, the authors show how educators can address content areas, modalities, and K12 student populations in increasingly diverse classroom spaces.
Concrete instructional examples throughout, along with a culminating set of teacher vignettes, make this text an invaluable resource for pre-service teachers, graduate students, and scholars in the field of literacy education.
Section I: Critical Metalinguistics, Engagement, and Pursuing Language
Introduction (Jones & Proctor)
1. Critical Metalinguistics (Jones & Proctor)
2. Engagement Pedagogies (Jones & Proctor)
3. Pursuing Language (Jones &
Proctor) Section II: Teacher Practice and Curriculum
4. Critical
Metalinguistic Engagement of Black Language Users in Writing Instruction
(Hankerson, Martin, Hudley, and Mallinson)
5. Becoming a Writer: Developing
Writerly Knowledge and Authorial Agency (Chen, Newman, Myhill)
6. Fostering
Metalinguistic Engagement Through Text-Based Dialogic Talk (Al-Adeimi and
Baumann) Section III: Understanding Student Engagement
7. Critical
Metalinguistic Engagement and the Role of Listening in Poetry Inside Out
(Park and Michaels)
8. Learning to Notice: Supporting Educators of
Plurilingual Learners to Notice, Name, and Scaffold Metalanguaging in the
Middle-Grade Classroom (Galloway, White, and Jiménez)
9. On Problem Scoping
in Engineering Design: Notes about Language Practices of Multicompetent
Learners (Pérez and Marvez) Section IV: Teacher Education and Policy
10.
Scenarios as an Instructional Approach: Prospective Teachers Metalinguistic
Reflections about Teaching Mathematics to English Learners (Albert and Son)
11. Best Practices for Whom?: Multilingual and Critical Perspectives on the
Teaching of Foundational Reading Skills in Preservice Teacher Education
(Noguerón-Liu, Johns-OLeary, and Driscoll) Section V: Disrupting Paradigms
for Equity
12. Metalinguistic Dismantling for Young Black Language and
Spanish-Speaking Students (Lee, Handsfield, Rivas)
13. Autistic Language and
Critical Metalinguistic Engagement (Bottema-Beutel) Section VI: Praxis
14.
Language Detectives: Using Metalinguistic Awareness to Build Vocabulary
(Gately)
15. Do you Not See this Pretty Black Trans Girl?: Reading Desire
Beyond School in One Black Trans Girls TikTok Grammar of Futurity (Cooper)
16. Unraveling Binary Constructs: Navigating Beyond Dichotomous Thinking in
Education by Leveraging Students' Insight (Rivera-Orellana)
17. Supporting
Multilingual Students Equitable Sensemaking in Science Through
Metalinguistic and Multimodal Instructional Strategies (Lee and McNeill)
Renata Love Jones is an Assistant Professor of Language, Literacy, and Culture in the Department of Early Childhood and Elementary Education at Georgia State University College of Education and Human Development. Jones is a former K12 literacy, language arts, and ESOL teacher. Her research examines childrens learning engagement and the complex ways that engagement is shaped through curriculum, classroom activity, discourse, and teachers instruction.
C. Patrick Proctor is a Professor in the Teaching, Curriculum, and Society department at the Lynch School of Education and Human Development, Boston College. A former bilingual teacher, his work explores the qualitative, correlational, and causal intersections of bilingualism, literacy, teaching, and curriculum.
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