'More Fronted Adverbials than Ever Before'. Writing Feedback Practices and Grammatical Metalanguage in an English Primary School

Autor/inn/en	Hardman, William; Bell, Huw
Titel	'More Fronted Adverbials than Ever Before'. Writing Feedback Practices and Grammatical Metalanguage in an English Primary School
Quelle	In: Language and Education, 33 (2019) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1488864
Schlagwörter	Grammar; Metalinguistics; Elementary School Teachers; Elementary School Students; Feedback (Response); Spelling; Punctuation; Case Studies; Writing Instruction; National Curriculum; Foreign Countries; Writing (Composition); Course Content; Teaching Methods; Test Preparation; Form Classes (Languages); Workbooks; Language Usage; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grammatik; Metalanguage; Metasprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibweise; Interpunktion; Case study; Fallstudie; Case Study; Schreibunterricht; Ausland; Schreibübung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau; Arbeitsbuch; Sprachgebrauch
Abstract	This case study investigates writing feedback practices and their relationship to the grammar, punctuation and spelling (GPS) objectives in the 2014 National Curriculum for England, with a particular focus on grammatical metalanguage. Our data is composed of authentic examples of children's writing in three classes at one primary school in the North-West of England over the course of almost a year. We investigate how primary-stage GPS objectives are reflected in the feedback practices of both children and teachers, and how children respond to this feedback. The findings indicate that, despite evidence of good feedback practice and useful knowledge of grammatical metalanguage among teachers and children, there is a tendency for feedback to be conducted at the surface level with a focus on metalinguistic features, sometimes at the expense of content-related concerns. We hypothesise that this is largely because of the focus on test preparation and the need to provide evidence of progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01