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- Title
Grammar teaching practices of ESOL school teachers.
- Abstract
Although judicious grammar teaching in college ESOL instruction is generally accepted, little is known about the grammar teaching practices of teachers of school‐age English language learners (ELLs), who are learning academic content as well as a new language. In this study, 86 primary and secondary teachers of ELLs in a U.S. metropolitan area were surveyed about teaching grammar; nine also participated in a focus group. Most integrate grammar teaching into literacy instruction and use a wide range of approaches, including, but not limited to, explicit teaching of rules or patterns. However, their teaching is complicated by varied student literacy levels, the demands of high‐stakes testing, time constraints, limited connection with higher levels of discourse, and inconsistent administrator support and curricular integration. Results suggest the need for teacher–peer collaboration and common frameworks as teachers and students connect forms and meaning across content discourses and, in teacher education, equipping teachers with a dynamic and socially situated pedagogical grammar that moves beyond "error correction" to provide "a linguistic resource for making meaning" (Myhill, 2005, p. 84).
- Subjects
ENGLISH grammar education; ENGLISH as a foreign language; ENGLISH language education; PEER teaching; TEACHING methods
- Publication
TESOL Journal, 2022, Vol 13, Issue 1, p1
- ISSN
1056-7941
- Publication type
Article
- DOI
10.1002/tesj.611