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<https://discovery.ucl.ac.uk/id/eprint/10020776> <http://purl.org/ontology/bibo/abstract> "The current thesis explores the role played by metalinguistic awareness in language\nacquisition/learning and seeks to develop a theoretical framework in which the integration of\n`knowledge about language' [KALI in the school curriculum can be clarified in terms of curriculum\nplanning and pedagogic practice.\nChapter 1 unravels the confusion surrounding terms such as metalinguistic 'awareness' and/or\n`consciousness' by relating them to the discussion on metacognition currently in vogue in cognitive\npsychology. A taxonomy of theoretical models is considered.\nChapter 2 relates differences in the definition of metalinguistic awareness and its function in\nlanguage acquisition/learning to the theoretical models outlined in Chapter 1. A socio-cultural\nviewpoint, it is argued, which views metalinguistic awareness arising out of the progressive\ndecontextualisation of functional variants, is the most useful in interpreting existing data.\nChapter 3 seeks to build on Chapter 2 by developing a more elaborated model of the role of\nmetalinguistic awareness in the emergence of 'parasitic' language skills within a socio-cultural\nparadigm. The model examines the interdependence of skill and knowledge in the child's\nexpanding linguistic repertoire and suggests a taxonomy of 'meta' processes facilitating such an\nexpansion.\nChapter 4 addresses the variability of metalinguistic skills among children in terms of their\nsemiotic experience and, largely through a reconsideration of Bernstein's theory of codes, explores\nthe implications of such variability for educational development.\nAfter a critical review of past practice, Chapter 5 proposes guidelines for the integration of\nKAL into the curriculum based upon the notion of the learner as 'reflective practitioner'. Chapter 6\nconcretises this approach by seeking to link differences in pedagogy between L1 and L2, and within\nL2 between second and foreign language learning, with differences in the extent of 'reflective\npractice' required.\nIn conclusion, tentative suggestions are considered regarding the implications of such an\napproach for Initial Teacher Education."^^<http://www.w3.org/2001/XMLSchema#string> .
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