Spotlighting pedagogic metalanguage in Reading to Learn – How teachers build legitimate knowledge during tutorial sessions
Abstract This paper presents an analysis of professional metalanguage and is a contribution to the discussion of professional development in literacy teaching. By analysing tutorial sessions within a professional development programme, we investigate how teachers and experts leading the professional development programme, negotiate the new literacy metalanguage that is to be built and appropriated during the PD programme. LCT (Legitimation Code Theory), in particular the dimension of Semantics, has been used for analysing and visualising the negotiations and signs of development of the new metalanguage.