As effective instructional leaders, bilingual teachers must be prepared to engage with students using content-specific terminology, discourse, and materials in both languages, including developing metalinguistic
knowledge awareness (Aquino-Sterling, 2015) and understanding of cross-language relationships (Aquino-Sterling, 2016; Aquino-Sterling & Rodriguez-Valls, 2016; Guerrero & Lachance, 2018; Guerrero & Valadez, 2011; Rodriguez & Musanti, 2014).
This is because the development of teacher professional identity, the identification of factors which motivate learners to engage in the study of languages other than English, the use of learning strategies, the implementation of interactive activities, the impact of metalinguistic
information, teaching English to primary school students and pronunciation instruction are all areas that are relevant to our understanding of how languages are taught and learned.
A bilingual concordancer with metalinguistic
awareness to improve EFL writing
In our view, this is simply a case of a metalinguistic
operation on the expressive.
Linguists explore the causes and mechanisms of syntactic change in Slavonic languages including internally motivated syntactic change; syntactic change under contact conditions such as structural convergence, pattern replication, and shift-induced interference; and the influence of metalinguistic
factors such as grammar writing and language ideology.
Having to stand and drone at little ones about metalinguistic
concepts, before they have a hope in hell of even spelling it?
Recast, elicitation, and metalinguistic
feedback are regarded as three instructionally useful strategies in language teaching.
In addition to acceptability judgements among native speakers and synchronic ICE corpora, she innovates by incorporating metalinguistic
comments from internet forums into her analysis and by referring to both contemporary and historical corpora produced for both British and American English.
references enable a reflexivity that becomes taken-for-granted in the claim that "things came before language." By the very syntax of our utterances, we say that things precede language, and, this does make sense, but only because we have used metalinguistic
references and thereby already have referred to the verbal order.