Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about?

Traditional psycholinguistic approaches to metalinguistic awareness in L1 learners elicit responses containing metalanguage that demonstrates metalinguistic awareness of pre-determined aspects of language knowledge. This paper, which takes a more ethnographic approach, demonstrates how pupils are able to engage their own focus of metalanguage when reflecting on their everyday learning activities involving written language. What is equally significant is what their metalanguage choices reveal about their understanding and application of written language concepts

Navigating 'the pit of doom': Affective responses to teaching 'grammar'

publication-status: Publishedtypes: ArticleThis article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project. © 2012 National Association for the Teaching of English

Internet Facilitated Rape: A Multivariate Model of Offense Behavior

In recent years there has been a significant increase in individuals reporting they have been raped by someone they have met through the internet (IFR). Previous literature has primarily focused on child victims, hence, the overriding aim of this study is to further our understanding of IFR in terms of overt crime scene behaviour. The sample consisted of 144 single IFR cases and two comparative samples of age-matched non-IFR offenders (confidence approach and surprise approach). Thirty-eight crime scene actions were coded as either present or absent for each offence. Findings suggest that the platforms IFR offenders use to meet their victims were not suggestive of the behaviour they were likely to display. In terms of specific offence behaviours, the IFR and confidence approach samples were considerably similar and both samples were comparatively different from the surprise approach cases. A smallest space analysis of the IFR sample revealed three distinct themes of behaviour with 71% of cases being assigned to a dominant behavioural theme. The practical and theoretical implications of the findings will be discussed

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

Failing boys and moral panics: perspectives on the underachievement debate

The paper re-examines the underachievement debate from the perspective of the ‘discourse of derision’ that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse – from a reinterpretation of examination scores, to the conflation of the concepts of ‘under’ and ‘low’ achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachievement

Going meta: dialogic talk in the writing classroom

This is the author accepted manuscript. The final version is available from EBSCO via the URL in this record.The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander 2018; O’Connor and Michaels 2007; Reznitskaya et al 2009; Gillies 2016). More recently, this body of research has begun to consider dialogic talk specifically in the context of literacy education (for example, Juzwik et al 2013; Boyd and Markarian 2015; Wilkinson et al 2015; Edwards-Groves and Davidson 2017). However, there remains a dearth of research which considers the role of dialogic talk in the teaching and learning of writing, and particularly its role in supporting developing writers’ metalinguistic understanding of how linguistic choices shape meaning in written texts. This article will report on qualitative data draw from a national study, involving a randomized controlled trial and an accompanying process evaluation. The study involved an intervention which was informed by a Hallidayan theoretical framing of metalinguistic understanding which sees grammar as a meaning-making resource, and which promoted explicit teaching which made purposeful connections between grammatical choices and their meaning-making effects in writing, and which promoted the role of dialogic talk. Specifically, this article will consider how teachers manage this metalinguistic dialogic talk about language choices in the writing classroom

Does prior qualification affect degree outcomes?

This is the author accepted manuscript.Qualifications provided by the Business and Technology Education Council (BTEC), as Pearson claim, are career-based qualifications designed to give students the skills they need to move on to higher education or go straight into employment. In reality these qualifications are centred on work based scenarios and students taking up these qualifications are not directly prepared for University. However, some universities accept BTEC qualifications as admission entry requirements either stand alone or in combination with other qualifications. Consequently, a growing percentage of BTEC students are now taking up undergraduate courses at the University. Analysing historic admissions and progression data as part of our ongoing HEFCE funded project we show prior qualifications are a strong predictor of end of first year results in undergraduate courses in the subject areas of Business, Management studies, Computer science, Sports science. Research findings from the exploratory phase of our study shows amongst the subject areas considered BTEC students are more likely to join Sports and Exercise science where they are also more likely to succeed. They are least likely to take up a course in Computer science where they are relatively less successful. Our analysis shows that the highest percentage of those who did not progress to the second year of study had entered Universities with a BTEC qualification. Through individual facing and system facing changes universities can create more supportive learning environments to reduce these inequalities in educational outcomes for this quite often overlooked widening participation cohort.This paper reports findings from a research project funded by the Higher Education Funding Council of England (HEFCE)

The endogenous caspase-8 inhibitor c-FLIPL regulates ER morphology and crosstalk with mitochondria

Components of the death receptors-mediated pathways like caspase-8 have been identified in complexes at intracellular membranes to spatially restrict the processing of local targets. In this study, we report that the long isoform of the cellular FLICE-inhibitory protein (c-FLIPL), a well- known inhibitor of the extrinsic cell death initiator caspase-8, localizes at the endoplasmic reticulum (ER) and mitochondria-associated membranes (MAMs). ER morphology was disrupted and ER Ca2+-release as well as ER-mitochondria tethering were decreased in c-FLIP-/- mouse embryonic fibroblasts (MEFs). Mechanistically, c-FLIP ablation resulted in enhanced basal caspase-8 activation and in caspase-mediated processing of the ER-shaping protein reticulon-4 (RTN4) that was corrected by re-introduction of c-FLIPL and caspase inhibition, resulting in the recovery of a normal ER morphology and ER-mitochondria juxtaposition. Thus, the caspase-8 inhibitor c-FLIPL emerges as a component of the MAMs signaling platforms, where caspases appear to regulate ER morphology and ER-mitochondria crosstalk by impinging on ER-shaping proteins like the RTN4