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In the chapter, I advocate teaching metacognition in the English language curriculum so as to ensure children develop the complex thinking and awareness of self, learning, and language reflected in formulations of twenty-first-century education. I discuss definitions of metacognitive, metalinguistic, and multilingual awareness around the three challenging issues of domain-specificity, awareness, and language, arriving at an approach to pedagogy suited to English language teaching and research with young multilingual learners based on six pedagogic principles. Drawing on research with young children in Singapore, I present two examples to illustrate some of the pedagogic principles in action.

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The Importance of Metacognition in Teaching and Learning English Language with Young Learners

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  • 发表日期：

    2026年

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  • Sally Ann Jones

摘要

In the chapter, I advocate teaching metacognition in the English language curriculum so as to ensure children develop the complex thinking and awareness of self, learning, and language reflected in formulations of twenty-first-century education. I discuss definitions of metacognitive, metalinguistic, and multilingual awareness around the three challenging issues of domain-specificity, awareness, and language, arriving at an approach to pedagogy suited to English language teaching and research with young multilingual learners based on six pedagogic principles. Drawing on research with young children in Singapore, I present two examples to illustrate some of the pedagogic principles in action.