Innovation in Language Learning

The aim of this article is to explore the factors that influence second-grade pupils when they produce written texts, and how different instructional discourses in writing can affect their ability to express themselves in writing. This topic is particularly relevant because writing instruction is a central part of primary education, and it is crucial to understand how to tailor teaching methods to best support pupils’ writing development. The method includes a qualitative analysis of the written work of two pupils with similar knowledge of letters but different levels of text production. Through metalinguistic conversations with these pupils, the social and pedagogical factors influencing their writing processes are examined. This includes observations of their completed texts and reflections on the writing process. Using Ivanić’s six discourses on writing pedagogy as a theoretical framework, the study analyzes how these discourses can be integrated into teaching to promote a holistic approach to writing instruction. The results of the study are expected to provide insights into pupils’ metalinguistic competence and how different instructional discourses can support or hinder their creative expression. This can contribute to a better understanding of the dynamics in writing instruction and how teachers can best support pupils’ writing development.

Keywords: Pedagogical discourses, Writing instruction, Pupils' writing development, Text production in early education, Metalinguistic competence, Creative writing development.

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