Scholar Patrick Hartwell points out how substantial it is for students to develop these capabilities, especially heightened phonological awareness, which is a key precursor to literacy.
[4] According to Text in Education and Society, some examples of metalinguistic skills include discussing, examining, thinking about language, grammar and reading comprehension.
The text also states that a student's recognition or self-correction of language in verbal and written form helps them further advance their skills.
The book also illustrates manners in which literature can form connections or create boundaries between educational intelligence and practical knowledge.
The text also discusses ways in which students struggling with speech impairments and reading difficulties can improve their learning process.
An individual with such ability is aware that linguistic forms and structure can interact and be manipulated to produce a vast variety of meanings.
It can be divided into four subcategories, namely phonological, word, syntactic and pragmatic awareness (Tunmer, Herriman, & Nesdale, 1988).
Research has shown metalinguistic awareness in bilinguals to be a crucial component because of its documented relationship and positive effects on language ability, symbolic development and literacy skills.