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use clear and concise language, provide examples, scaffolding

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Depending on the content that we have to teach (as it varies from school to school) choosing the metalanguage that can only benefit students will be the trick. (ex: content vs function words when explaining stress)

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Depending on the content that we have to teach (as it varies from school to school) choosing the metalanguage that can only benefit students will be the trick. (ex: content vs function words when explaining stress)

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Provide a lot of examples and scaffolding

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Provide a lot of examples and scaffolding

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Examples given within a test can help students better understand the instructions for grammatical tasks, especially when their grammar metalanguage awareness is low.

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only use metalanguage to specify which grammar forms are being assessed. The rest of the language should be straightforward, clear, and easy to understand.

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Identifying the EXACT learning target that coincides with the standard(s) they must demonstrate. 

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Identifying the EXACT learning target that coincides with the standard(s) they must demonstrate. 

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Giving an example to follow, clearly defining metalanguage during the lessons so they understand it if it appears within the assessment

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Providing examples, explaining unavoidable grammatical metalangauge in the instructions themselves

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use metalanguage where it is absolutely necessary. More so with advanced students. Examples may help to avoid unnecessary difficult metalinguistic terms 

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use metalanguage where it is absolutely necessary. More so with advanced students. Examples may help to avoid unnecessary difficult metalinguistic terms 

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Providing context for the task and an example.

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Providing context for the task and an example.

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Try to make a connection between instruction and grammar testing through real life. provide authentic grammatical examples for our students.

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Try to make a connection between instruction and grammar testing through real life. provide authentic grammatical examples for our students.