This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways ·
This work illustrates how a meaningful metalanguage can support
L2 learners in accomplishing challenging tasks in the primary school curriculum at the same time that it promotes the kind of focused consciousness-raising and explicit talk about language that has been shown to facilitate L2 development.