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Learning to Analyze Language(s): How Upper-Elementary Teachers Promote Higher-Order Metalinguistic Engagement with Multilingual Students
Journal article   Peer reviewed

Learning to Analyze Language(s): How Upper-Elementary Teachers Promote Higher-Order Metalinguistic Engagement with Multilingual Students

Erika Johnson, Morgan Peterson, Rebecca D. Silverman and C. Patrick Proctor
Journal of language, identity, and education
03/05/2026
DOI: 10.1080/15348458.2026.2631153

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Abstract

Upper-elementary multilingual students benefit from metalinguistic engagement, the process of analyzing, manipulating, and reflecting on language. Research suggests that higher-order activities, including analysis, are particularly valuable for students' language and literacy development. Yet few studies document what this instruction looks like in elementary classrooms. In this qualitative study, we examine how two teachers facilitated metalinguistic engagement using CLAVES, a small-group, language-based reading program for upper-elementary multilingual students. Data include transcripts from 20 lessons during two instructional units. Based on sociocultural discourse analysis, we found that students frequently engaged in linguistic analysis across multiple language domains but rarely provided evidence to justify their analytical decisions. Most analysis focused solely on English, although in some morphology and vocabulary lessons students connected, compared, or contrasted forms and processes in English and Spanish. Nearly all instances of students' analysis were prompted by teachers and supported by curricular materials. Teachers frequently explained and modeled aspects of linguistic analysis but seldom modeled how to provide evidence to support their analytical decision-making. We discuss implications for curriculum, professional development, and future research.
 Social Sciences Education & Educational Research Language & Linguistics Linguistics

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