Abstract This paper reports on the qualitative strand of a Randomised Control Trial (RCT) study which involved the implementation of a pedagogical intervention emphasising the relationship between linguistic choice and effect in written text. The intervention was delivered to all year 6 students (aged 10-11) in 55 English schools. Drawing on observational data of 17 lessons, each taught by a different teacher, the analysis presented here focuses on how metatalk – talk about writing - was utilised by teachers during the intervention to foster metalinguistic discussion about written text. The findings draw particular attention to: the way that metatalk about written text manifests in different forms and for different purposes; the particular complexities of metatalk about written text; and how metatalk about can be orchestrated in a way which supports the cumulative development of metalinguistic understanding about written text. This paper argues that students’ learning may hinge particularly on how teachers orchestrate metatalk repertoires to make connections between ideas and develop understandings in lessons.

中文翻译：

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塑造空间：教师对书面文本元谈话的编排

摘要 本文报告了随机对照试验 (RCT) 研究的定性链，该研究涉及实施教学干预，强调语言选择与书面文本效果之间的关系。该干预措施面向 55 所英语学校的所有 6 年级学生（10-11 岁）。借鉴 17 节课的观察数据，每节课由不同的老师教授，这里提出的分析侧重于教师如何在干预期间利用元谈话（谈论写作）来促进关于书面文本的元语言讨论。研究结果特别关注：关于书面文本的元对话以不同形式和不同目的表现出来的方式；关于书面文本的元谈话的特殊复杂性；以及如何以一种支持对书面文本的元语言理解的累积发展的方式来编排元谈话。本文认为，学生的学习可能特别取决于教师如何编排元对话曲目，以在课程中建立想法之间的联系并发展理解。