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Concerns about adolescent literacy continue to be highlighted in regards to the challenges of reading and learning from academic text. Recent efforts to address these concerns have led to an examination of the disciplines and their specialized ways of thinking and using language. In this article I discusses a metalinguistic protocol in a think-aloud process as a framework to use in university content area literacy courses with secondary preservice teachers to examine the language and thinking as it is used in the disciplines of knowledge and to address the implications of disciplinary literacies for teaching and learning in secondary schooling.

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