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The Histories and Mysteries of Grammar Instruction
Author(s) -
Gartland Lauren B.,
Smolkin Laura B.
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1408
Subject(s) - grammar , curriculum , linguistics , focus on form , mathematics education , psychology , computer science , pedagogy , philosophy
The reemergence of grammar instruction in the Common Core State Standards has likely left teachers confused. On the one hand, they have been told repeatedly that grammar instruction does not improve student outcomes, and can, in fact, be “harmful” to students. However, on the other hand, many Anglophone countries, including the United States, have re‐introduced grammar instruction as an important component of the English language arts curriculum. The purpose of this paper is to clarify some of the controversies around grammar instruction by beginning with a brief historical review. Following, we offer teachers various pedagogical suggestions to enable them to address grammar in an engaging, meaningful fashion, as opposed to the isolated, decontexualized activities that have traditionally plagued grammar instruction.