Coming to Terms With What It Means to Teach and Learn Grammar

Brown, David West

doi:10.1215/00031283-2009-017

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Yet despite its draw, knowledge of language as an object of inquiry rather than prescription has little to no place in K‐12 education in the United States. (For discussion of this matter and its history, see Brown 2009a and references there. )…”

Section: Introductionmentioning

confidence: 99%

Looking Beyond English: Linguistic Inquiry for English Language Learners

Ginsberg

Honda

O’Neil

2011

Language and Linguist. Compass

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This paper reports on a pilot project that explored the potential of linguistic inquiry in a high school English as a Second Language (ESL) class. In class meetings across the school year, students worked collaboratively to investigate noun phrase pluralization, language acquisition, writing systems, and translation in their own and other languages. Classroom observations and students’ oral and written work provide evidence that: Examining the structures of the spoken and written languages represented in the ESL classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and their beliefs about language. The cross‐linguistic analysis of students’ home languages validates their languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education. These findings are of particular significance in this time of English‐only education in the United States, when students’ home languages are often rejected in schools.

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Section: Introductionmentioning

confidence: 99%

Looking Beyond English: Linguistic Inquiry for English Language Learners

Ginsberg

Honda

O’Neil

2011

Language and Linguist. Compass

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“…Lancaster and Olinger (2014) caution that definitions of ''grammar'' are key to interpreting these findings. They clarify that these studies refer to ''school grammar'' (i.e., traditional ''textbook-based skill-and-drill strategies'' [Brown, 2009]) rooted in prescriptivist paradigms versus other approaches (e.g., functional, rhetorical, and discourse grammar) geared toward ''language use in discourse . .…”

Section: Paradigm #2: Grammar and Conventions Should Be Taught Separamentioning

confidence: 99%

Wobbling With Writing

Garcia

O’Donnell-Allen

2016

Literacy Research: Theory, Method, and Practice

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We explore three primary paradigms that continue to dominate writing instruction in secondary schools. By illustrating these paradigms, exploring their underlying assumptions with two classes of preservice teachers (PSTs) enrolled in a required course on teaching writing and identifying theoretical and pedagogical alternatives, we examine how models of teacher preparation can invite teacher educators and PSTs to ''wobble'' with and, consequently critique, their deeply held beliefs about writing instruction. We analyze data collected in two major course projects completed at the beginning and end of the course to demonstrate how supporting PSTs in critiquing and exploring alternative approaches to teaching writing can enable them to challenge the ''methods du jour'' that emerge as a result of problematic models of school assessment and policy. Ultimately, this study illustrates promising interventions for helping PSTs do more than simply teach writing in formulaic ways at the expense of addressing students' needs in their specific teaching contexts.

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“…As is Well knOWn, since the Braddock Report (Braddock, Lloyd-Jones, and Schoer 1963) and the Hillocks Report (Hillocks 1986), grammar instruction has been viewed with some suspicion within the academy. These studies have generally been interpreted as concluding that grammar instruction is at best useless and at worst detrimental in classes intended to improve student writing (see Brown 2009 for further discussion). While grammar instruction, post Braddock, Lloyd-Jones, and Schoer ( 1963) and Hillocks ( 1986), has its champions, notably Constance Weaver and Martha Kolln (e.g., Kolln 1981 ;Weaver 1996;Kolln and Hancock 2005;Kolln and Funk 2009;see also Micciche 2004), it has been largely excluded from the composition classroom (Young 2011).…”

Section: Sentence-building Pedagogy and The Ethics Of Grammar Instrucmentioning

confidence: 99%

Sentence-Building Pedagogy and the Ethics of Grammar Instruction

Robinson

2014

American Speech

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Coming to Terms With What It Means to Teach and Learn Grammar

Cited by 7 publications

References 8 publications

Looking Beyond English: Linguistic Inquiry for English Language Learners

Looking Beyond English: Linguistic Inquiry for English Language Learners

Wobbling With Writing

Sentence-Building Pedagogy and the Ethics of Grammar Instruction

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