Grammar re-imagined
Foregrounding understanding of language choice in writing
Bibliographic Data
| ID | 21548071 |
|---|---|
| Authors | Debra Myhill (0000-0002-3207-3859, Professor of Education, University of Exeter, Exeter, UK., corresponding author) |
| Year | 2021 |
| Volume | 55 |
| Issue | 3 |
| Pages | 265-278 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | English in Education (JOURNAL) |
| Journal identifiers | ISSN: 0425-0494 • E-ISSN: 1754-8845 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/04250494.2021.1885975 |
| OpenAlex | W3133464823 |
| Language | EN |
| Citations received | 18 |
| References cited | 32 |
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
Foregrounding · Grammar · Linguistics · Political science · Scrutiny · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Getting a load of linguistic reasoning
A shift in writer identity
Instructional Practices for Signed Literacy
A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability
What – and how – should we teach when we teach English in (South) Africa
Representing Identity
Towards a multimodal dialogic understanding of early writing development in school
Balancing between uncertainty and control
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text
Exploring pedagogical choice design through writing Interactive Fiction
Bringing conflicting sources into the classroom. Eliciting and scaffolding reflective thinking in Dutch L1 linguistic education
The grammar curriculum through the eyes of Dutch primary school teachers
Explicit embodiment of narrative worlds
Why is it called that? Insights into the linguistic reasoning of Slovak primary school students
Linguistic reasoning across repertoires
Reflecting on embodied experience through an expert lens
The Early Development of Writing Among Multilingual Learners
Supporting adjective learning across the curriculum by 5-7 year-olds
Learning How to Mean
An Introduction to English Grammar
Why “What Works” Won’t Work
Grammar tests, de facto policy and pedagogical coercion in England’s primary schools
Policy Mechanisms of the Standard Language Ideology in England’s Education System
Grammar matters
Re-thinking grammar
Education, Measurement and the Professions
Why education needs linguistics (and vice versa)
| Unique citing works | 18 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |