Pursuing Language and Metalinguistics in K–12 Classrooms

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 K–12 literacy, language arts, and ESOL teacher. Her research examines children’s 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.

• 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-O’Leary, 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 Girl’s 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)