The Histories and Mysteries of Grammar Instruction
2015; Wiley; Volume: 69; Issue: 4 Linguagem: Inglês
10.1002/trtr.1408
ISSN1936-2714
AutoresLauren B. Gartland, Laura B. Smolkin,
Tópico(s)Discourse Analysis in Language Studies
ResumoThe Reading TeacherVolume 69, Issue 4 p. 391-399 Original Article The Histories and Mysteries of Grammar Instruction Supporting Elementary Teachers in the Time of the Common Core Lauren B. Gartland, Lauren B. GartlandSearch for more papers by this authorLaura B. Smolkin, Laura B. SmolkinSearch for more papers by this author Lauren B. Gartland, Lauren B. GartlandSearch for more papers by this authorLaura B. Smolkin, Laura B. SmolkinSearch for more papers by this author First published: 17 August 2015 https://doi.org/10.1002/trtr.1408Citations: 13Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL 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. References Abbott, D.P. (2012). Reading, writing, and rhetoric in the Renaissance. In J. Murphy (Ed.), A short history of writing instruction: From ancient Greece to contemporary America ( 3rd ed., pp. 148– 171). New York, NY: Routledge. Beckham, C. (1938). The history of the teaching of high school English from 1870 to 1900 (Unpublished doctoral dissertation). Stanford University, Stanford, California. 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