The Histories and Mysteries of Grammar Instruction: Supporting Elementary Teachers in the Time of the Common Core

Autor/inn/en	Gartland, Lauren B.; Smolkin, Laura B.
Titel	The Histories and Mysteries of Grammar Instruction: Supporting Elementary Teachers in the Time of the Common Core
Quelle	In: Reading Teacher, 69 (2016) 4, S.391-399 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1408
Schlagwörter	Reading Instruction; Grammar; Common Core State Standards; Teaching Methods; Language Arts; English Instruction; Educational History; Elementary School Teachers + Suchen Sie Ihr Suchwort? Leseunterricht; Grammatik; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; English langauage lessons; Englischunterricht; History of education; Bildungsgeschichte; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01