Year: 2017
Type: other
Abstract: Many researchers have argued that there is little empirical evidence in clear support of the benefits of grammar instruction for student writing (see review by Andrews et al., 2006), while others contest that prior research has predominantly examined grammar instruction in isolation instead of contextualized forms (Jones, Myhill, & Bailey, 2012). Despite an increasing number of scholars writing on the different merits of grammar instruction, renewed consensus on the subject has yet to be achieved. The goal of this study was to collect the insights of Canadian secondary school English teachers on the issue of grammar instruction and its potential benefits for students. The data of the study was collected via a semi-structured interview with two English teachers currently employed by the Toronto District School Board (TDSB), respectively. The study‘s findings suggest that current curriculum designers should fundamentally rethink the potential value of grammar knowledge and instruction beyond writing ability. Furthermore, comprehensive training packages and inner-department discussions should be offered to teachers to both educate them on the potential value of grammar instruction in the classroom and reduce stigmatization of the subject. Lastly, at both the curricular and school levels, an examination of current teachers‘ curricular demands and time constraints is recommended in order to assess the amount of time and energy that is available for them to effectively work on different micro- skills, such as grammar knowledge.
Source: TSpace (University of Toronto)
Author: Matthew Vanstone
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Toronto
OpenAlex ID: W2620014401