Metacognitive Scaffolding in Literacy Instruction: How Teacher Talk Supports Multilingual Learners’ Metalinguistic and Literacy Growth

• In Event: Innovative Approaches to Language and Literacy Development

Abstract

This study examines how metacognitive scaffolding in teacher talk supports multilingual learners’ (MLs) literacy and metalinguistic growth in affix knowledge, vocabulary, content knowledge, and text structure awareness. By analyzing small-group literacy instruction through the metacognitive support framework (Zepeda et al., 2019), we found that teachers of high-growth students used significantly more strategy knowledge talk, planning, and modeling. These findings highlight the role of sustained metacognitive support in fostering MLs’ strategic reading and language processing skills.

Authors

• Jackie E. Relyea, North Carolina State University

• Haleema Khalil, North Carolina State University

• Xinyan Fu, NC State University

• Dennis Davis, North Carolina State University

• Corrie Dobis, North Carolina State University

• Bethany Lewis, University of Alabama