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.