Beyond the Grammar Wars

A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom

Buch | Softcover

330 Seiten

2010
Routledge (Verlag)
978-0-415-80265-9 (ISBN)

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What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way? Distinguished by its global perspective, its currency, and its comprehensiveness, this book offers a range of theoretical approaches to the issues surrounding this question, and examples of how these approaches are being realized in actual classrooms.

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars:

provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia

offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms

takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful

addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Terry Locke is Professor of Education and Chair of the Department of Arts and Language Education in the School of Education, University of Waikato, New Zealand.

Contents

Preface

1. Introduction: "Grammar Wars" and Beyond, Terry Locke

Part I: The "Grammar Wars" in context

2. Blowin’ in the wind: English grammar in United States schools, Martha Kolln and Craig Hancock

3. The problematics of prescribing grammatical knowledge: The case in England, Urszula Clark

4. The Grammar Wars in Australia, Frances Christie

5. Knowledge about language in the English classroom: A Scottish perspective, Graeme Trousdale

Part II: The effectiveness of grammar teaching: The research record

6. Teaching sentence-level grammar for writing: The evidence so far, Richard Andrews

7. Explicit teaching of grammar: Does it help students to become better writers?, Amos van Gelderen

8. Ways of knowing: Writing with grammar in mind, Debra Myhill

Part III: Into the classroom: Integrating knowledge about language with learning

9. "Language as a system of meaning potential": The reading and design of verbal texts, Hilary Janks

10. Discovering a metalanguage for all seasons: Bringing literary language in from the cold , Terry Locke

11. Scaffolding grammar instruction for writers and writing, Constance Weaver

12. Primary school children learning grammar: Rethinking the possibilities, Ruth French

Section IV: Beyond print: A metalanguage for multimodal texts

13. A grammar for meaning-making, Gunther Kress

14. Schemas for meaning-making and multimodal texts, Anne Cloonan, Mary Kalantzis and Bill Cope

15. Resourcing multimodal literacy pedagogy: Towards a description of the meaning-making resources of language-image interaction, Len Unsworth

16. Rules of grammar, rules of play: Computer games, literacy, and literature, Andrew Burn

List of Contributors

Erscheint lt. Verlag	30.4.2010
Zusatzinfo	10 Tables, black and white
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	476 g
Themenwelt	Schulbuch / Wörterbuch
Themenwelt	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
ISBN-10	0-415-80265-2 / 0415802652
ISBN-13	978-0-415-80265-9 / 9780415802659
Zustand	Neuware