Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Metadiscourse is not merely an adjunct to propositional content but a key feature of teacher talk, instrumental in managing classroom discourse and fostering student engagement.
“Findings indicate that metadiscourse is not merely an adjunct to propositional content but a key feature of teacher talk, instrumental in managing classroom discourse and fostering student engagement.”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Rappa and Tang 2018
Metadiscourse has been widely recognized as a valuable approach to characterizing and understanding the interactional features of teachers' talk and their instructional strategies.
“As such, metadiscourse has been widely recognized as a valuable approach to characterizing and understanding the interactional features of teachers' talk and their instructional strategies (e.g. Lee and Subtirelu 2015;Tang 2017Tang , 2021;;Rappa and Tang 2018;Aguilar-Pérez and Khan, 2023;Khan and Aguilar-Pérez 2023;Ko and Luna 2023).”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Rappa and Tang 2018
Cites
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change
Moje, E. B. (2008) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.52.2.1 · Cited by 785 · cited 2× · see citing works
“The purpose of this study is, therefore, to explore how disciplinary-specific genres can be incorporated into classroom discourse so as to support students in developing disciplinary literacy, or the specific ways of talking, reading, writing, and thinking used in a discipline (Moje, 2008).”
BackgroundReasoning as a scientist: ways of helping children to use language to learn science
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004) · British Educational Research Journal · doi:10.1080/01411920410001689689 · Cited by 637 · see citing works
Classroom Interaction in Science: Teacher questioning and feedback to students’ responses
Chin, C. (2006) · International Journal of Science Education · doi:10.1080/09500690600621100 · Cited by 566 · cited 7× · see citing works
“Building on this approach, several techniques have been identified to make the “follow up” move more dialogic, such as Socratic questioning (Hogan & Pressley, 1997), reflective toss (Van Zee & Minstrell, 1997), revoicing (O'Connor & Michaels, 1993), and constructive challenge (Chin, 2006).”
BackgroundMethodInfluentialUsing Questioning to Guide Student Thinking
van Zee, E., & Minstrell, J. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0602_3 · Cited by 342 · see citing works
Analyzing Teachers’ Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis
Tang, K. (2017) · Science Education · doi:10.1002/sce.21275 · Cited by 54 · see citing works
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Li, J., & Hu, W. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.12793 · Cited by 2 · see citing works
- Authors
- Rappa, N. A., & Tang, K.-S.
- Affiliations
- Murdoch University (AU)
- Curtin University (AU)
- Corresponding author
- Tang, Kok-Sing
- Venue
- Linguistics and Education
- Publisher
- Elsevier BV
- Published
- 2018-02
- Volume
- 43
- Pages
- 1-12
- ISSN
- 0898-5898 (ISSN-L)
- OpenAlex
- W2783697141
- Cited by
- 31
- References
- 5
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 1 · 2023: 5 · 2022: 3 · 2021: 5 · 2020: 5 · 2019: 5 · 2018: 2
- FWCI
- 13.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Linguistics and Education (publishedVersion)
- Murdoch University Research Portal (submittedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- National Institute of Education, Nanyang Technological University
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Keywords
- disciplinary literacy, genre pedagogy, scientific explanation, classroom discourse, science teachers, teacher professional development
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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