Inner Speech: A Neglected Pedagogical Tool Andrea Zakin, Lehman College, CUNY, NY This paper explores metacognitive approaches that use inner speech, a seminal component of L.S. Vygotsky’s learning theory. It cites relevant studies applicable to art, mathematics, and literacy education. Although these studies found that self-talk helps all types of learners self-regulate their cognitive behavior, teachers frequently dismiss children’s self-directed speech as distracting classroom behavior. Envisioning inner speech as integral to metacognition supports the use of inner speech as an important but underutilized educational resource that art, mathematics, and literacy teachers can readily incorporate into their pedagogy.Winter 2007: Volume 11, Issue 4
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