Educators are increasingly aware of the role of classroom talk in cultivating students’ language knowledge, which in turn supports their skilled reading comprehension. The result has been greater attention to teacher talk moves that transform class discussions into opportunities for language learning. However, less focus has been placed on the strategies used by students as they work together to both learn language and learn about language. The authors focus on a fourth‐grade classroom in which students scaffold one another’s language development through powerful language‐focused talk, or metatalk, during a small‐group vocabulary activity. By examining the characteristics of these metatalk episodes and delineating talk moves used by students within them, the authors make visible moves that educators might note and build from. This study informs instruction that capitalizes on the language knowledge held by individual learners in the service of collective language learning for all.

中文翻译：

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Metatalk移动：集体学术话语学习的检查工具

教育者越来越意识到课堂谈话在培养学生的语言知识中的作用，这反过来又支持他们的熟练阅读理解。结果是更加重视教师的演讲动作，将课堂讨论转化为语言学习的机会。但是，由于学生们一起学习语言和学习语言，因此他们对策略的关注较少。作者关注的是一个四年级的课堂，在这个课堂上，学生在小组词汇活动中通过以语言为中心的强有力的谈话或metatalk来互相促进对方的语言发展。通过检查这些metatalk情节的特征并描述其中的学生所使用的言语举动，作者提出了教育工作者可能会注意到并建立的明显举动。