'High-quality talk' is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted to characterize this talk with attention to the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how the concepts of procedural and declarative metalinguistic knowledge…

The present study looks at pre-service teachers' beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The…

The contribution of phonological memory to syntactic abilities has been demonstrated in various populations, but its relationship to metasyntactic abilities, defined as the ability to control syntactic aspects of language, remains largely unexplored. This study therefore aims to examine the contribution of phonological memory in the completion of…