Talking grammatically: L1 adolescent metalinguistic reflection on writing

Watson, Annabel; Newman, Ruth

doi:10.1080/09658416.2017.1410554

Cited by 23 publications

(38 citation statements)

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“…Since grammar has internationally resurfaced in language policy and in academic research over the last decade (cf. Locke, 2010, Watson & Newman, 2017, teachers and policy makers are once again confronted with the question whether explicit grammar teaching should play a role in L1 education. In several publications on the topic, emphasis is given to the added value of implementing insights from modern linguistic theory (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, textbooks only scarcely implement insights from modern linguistic theory, and if they do so, this is mostly done in an implicit manner. This too is a missed chance, since a good understanding of explicit linguistic concepts can help further students' insights into the workings and structure of language, both in and out of (written) context (Chen & Myhill, 2016;Myhill, Jones & Wilson, 2016;Ribas et al, 2014;Watson & Newman, 2017). Explicit linguistic terminology might also foster students' reflective capacity, since adequate reflection involves a decent knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers have sought the answer to this question in restoring the bond between linguistic theory and grammar education. They argue that conceptual knowledge from modern linguistic theory could well be used to provide grammar education with a common, theoretically sound metalanguage, providing teachers with better ways of conveying grammatical knowledge and students with deeper insights into the workings and structure of language (Carter, 1982;Hudson, 2004;Denham & Lobeck, 2010;Mulder, 2011, Van Rijt & Coppen, 2017Van Rijt, De Swart & Coppen, 2018;Watson & Newman, 2017). Some of these researchers suggest that identifying relevant conceptual knowledge from theoretical linguistics is a prerequisite for pedagogically enriching grammar education, both for writing education (cf.…”

Section: Which Grammar Should Be Taught?mentioning

confidence: 99%

“…Some of these researchers suggest that identifying relevant conceptual knowledge from theoretical linguistics is a prerequisite for pedagogically enriching grammar education, both for writing education (cf. Fontich, 2016;Watson & Newman, 2017) as well as for enhancing language awareness in general (cf. Van Rijt & Coppen, 2017;Van Rijt et al, 2018).…”

Section: Which Grammar Should Be Taught?mentioning

confidence: 99%

“…results section). Using these concepts as a basis for grammar teaching pedagogy will arguably strengthen grammatical awareness and understanding (as is indicated by Watson & Newman, 2017), giving rise to the concept of 'conscious grammar skills ' (cf. Manifest Nederlands op School, 2016).…”

Section: Which Grammar Should Be Taught?mentioning

confidence: 99%

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Dutch teachers' beliefs on linguistic concepts and reflective judgement in grammar teaching

Rijt¹,

Wijnands²,

Coppen³

2019

L1 Educational Studies in Language and Literature

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Teacher beliefs have been shown to play a major role in shaping educational practice, especially in the area of grammar teaching-an area of language education that teachers have particularly strong views on. Traditional grammar education is regularly criticized for its focus on rules-of-thumb rather than on insights from modern linguistics, and for its focus on lower order thinking. A growing body of literature on grammar teaching promotes the opposite, arguing for more linguistic conceptual knowledge and reflective or higher order thinking in grammar pedagogy. In the Netherlands, this discussion plays an important role in the national development of a new curriculum. This study explores current Dutch teachers' beliefs on the use of modern linguistic concepts and reflective judgment in grammar teaching. To this end, we conducted a questionnaire among 110 Dutch language teachers from secondary education and analyzed contemporary school textbooks likely to reflect existing teachers' beliefs. Results indicate that teachers generally appear to favor stimulating reflective judgement in grammar teaching, although implementing activities aimed at fostering reflective thinking seems to be difficult for two reasons: (1) existing textbooks fail to implement sufficient concepts from modern linguistics, nor do they stimulate reflective thinking; (2) teachers lack sufficient conceptual knowledge from linguistics necessary to adequately address reflective thinking.

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Section: Discussionmentioning

confidence: 99%