Grammar re-imagined: foregrounding understanding of language choice in writing

The topic of grammar teaching has remained a stubbornly contentious subject of discussion for more than 50 years, tending towards binary, even polemical, positions. Yet scrutiny of the research shows how little attention has been afforded to considering what the relationship between learning about g...

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Bibliographic Details
Published inEnglish in education Vol. 55; no. 3; pp. 265 - 278
Main Author Myhill, Debra
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2021
Subjects
Correlation
Elementary Secondary Education
English Curriculum
English Instruction
Foreign Countries
Grammar
Instructional Effectiveness
knowledge about language
Language Usage
metalinguistic understanding
Metalinguistics
pedagogy
Syntax
Teaching Methods
writing
United Kingdom (England)
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Summary:The topic of grammar teaching has remained a stubbornly contentious subject of discussion for more than 50 years, tending towards binary, even polemical, positions. Yet scrutiny of the research shows how little attention has been afforded to considering what the relationship between learning about grammar and learning about being a language user might be; or to effective pedagogical practices for teaching grammar. Instead, the debate has reverted to inappropriate "what works" discourses. This article discusses these discourses and the need to re-imagine why and how we teach grammar, drawing on sustained and cumulative research evidence.
ISSN:0425-0494
1754-8845
DOI:10.1080/04250494.2021.1885975