Metacognition and Language Learning: Creating Effective K–12 Learners
Keywords:Metacognition, Strategies, Awareness, Instruction, English Language Learners, Cognitive Academic Language Proficiency
In British Columbia’s K–12 schools, five years of funded English Language Learning support is frequently not enough to help English language learners fully develop their English language proficiency. This critical analysis examines the literature on metacognition and language learning to find practical metacognitive instructional features to equip students who are learning English as an additional language with the awareness and the strategies they need to effectively further develop their academic language. By analyzing and synthesizing the literature, it is clear that several models of metacognition have been developed. Yet, there is still a need for a fuller model to be developed, thus helping educators better understand how metacognitive instruction can be implemented. Furthermore, little research can be found on metacognitive instruction with K–12 language learners. Therefore, theme analysis for effective features of metacognitive instruction with post-secondary language learners was used to uncover the most useful characteristics which might prove promising for K–12 students in British Columbia. The result is the identification of four features of effective metacognitive instruction that could be used in conjunction with a proposed fuller model of metacognition in language learning.
How to Cite
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (see below) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
The BC TEAL Journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.