Section Article

METALINGUISTIC AWARENESS A TOOL FOR RAISING ACADEMIC PERFORMANCE IN CHILDREN
Author(s): Dr. Aasha Verma

Abstract
Metalinguistic awareness refers to the ability of an individual to consciously reflect upon and manipulate the structural and functional aspects of language including phonology syntax semantics and pragmatics. In children metalinguistic skills are critical for developing literacy comprehension critical thinking and overall academic performance. Emerging research in educational psychology cognitive linguistics and applied linguistics emphasizes that students who demonstrate heightened metalinguistic awareness exhibit superior reading comprehension writing proficiency and problem-solving abilities across multiple subjects. This research paper examines the role of metalinguistic awareness as a pedagogical tool for enhancing academic outcomes in children particularly in primary and middle school contexts. The study explores cognitive mechanisms underlying metalinguistic skills including phonemic segmentation grammatical manipulation semantic analysis and pragmatic reasoning and how these mechanisms contribute to academic learning. Additionally the research investigates interventions instructional strategies and curricular designs aimed at fostering metalinguistic awareness such as explicit grammar teaching reflective reading exercises and language games. The paper also considers the influence of socio-cultural factors bilingualism and linguistic diversity on the development of metalinguistic competence. By evaluating existing studies and implementing experimental interventions this study aims to provide evidence-based recommendations for educators and policymakers to integrate metalinguistic awareness practices into mainstream curricula thereby improving children’s academic performance and long-term cognitive development.