You might feel you lack an in-depth knowledge about grammar (Jeurissen, 2012). This can influence your pedagogical decisions about grammar teaching and you will be asking yourself what you need to teach and how should you teach it (Jeurissen, 2012).
Teaching grammar can be done in a variety of ways: explicit, contextual, integrated and incidental; however one key goal in mind should be to achieve purpose (Fellowes, 1997). Learnt in isolation, many grammatical terms and concepts will have little impact. Research into effective grammar teaching largely supports the idea that grammar should be taught in context of students’ reading and writing rather than in discrete, isolated lessons, so that teaching and learning is meaningful, relevant and applicable (Fellowes, 1997; Knapp & Watkins, 2005; Jeurissen, 2012; Macken-Horarik et. al., 2011; Snyder, 2008). In this way, learning grammar is more engaging for students as it is taught in context to their everyday living and language (Winch et. al., 2014). Teachers should use real-life examples and plain-language is suitable in most cases (Winch et. al., 2014). Contextual teaching is best done using whole-texts and discussion based contexts (Fellowes, 1997).
Teachers should aim to implement tasks and activities that utilise a range of relevant materials, in context and with relevance to students’ everyday life (Winch et. al., 2014). This should be done across a variety of situations and key learning areas in the classroom (Fellowes, 1997; Knapp & Watkins, 2005).
Furthermore, in today’s world, students have regular access to a range of modes of literacy. Teachers should be open to teaching the varying nature of language of multiliteracies, incorporating audio, visual and spatial patterns of meaning (Winch et. al., 2014). Authentic examples should be used including books, newspapers, internet, radio, magazines along with informal modes such as diaries, postcards and letters (Fellowes, 1997; Knapp & Watkins, 2005; Winch et. al., 2014). The methods and modes employed to teach grammar will depend on student ability and needs (Fellowes, 1997).
Teaching grammar can be done in a variety of ways: explicit, contextual, integrated and incidental; however one key goal in mind should be to achieve purpose (Fellowes, 1997). Learnt in isolation, many grammatical terms and concepts will have little impact. Research into effective grammar teaching largely supports the idea that grammar should be taught in context of students’ reading and writing rather than in discrete, isolated lessons, so that teaching and learning is meaningful, relevant and applicable (Fellowes, 1997; Knapp & Watkins, 2005; Jeurissen, 2012; Macken-Horarik et. al., 2011; Snyder, 2008). In this way, learning grammar is more engaging for students as it is taught in context to their everyday living and language (Winch et. al., 2014). Teachers should use real-life examples and plain-language is suitable in most cases (Winch et. al., 2014). Contextual teaching is best done using whole-texts and discussion based contexts (Fellowes, 1997).
Teachers should aim to implement tasks and activities that utilise a range of relevant materials, in context and with relevance to students’ everyday life (Winch et. al., 2014). This should be done across a variety of situations and key learning areas in the classroom (Fellowes, 1997; Knapp & Watkins, 2005).
Furthermore, in today’s world, students have regular access to a range of modes of literacy. Teachers should be open to teaching the varying nature of language of multiliteracies, incorporating audio, visual and spatial patterns of meaning (Winch et. al., 2014). Authentic examples should be used including books, newspapers, internet, radio, magazines along with informal modes such as diaries, postcards and letters (Fellowes, 1997; Knapp & Watkins, 2005; Winch et. al., 2014). The methods and modes employed to teach grammar will depend on student ability and needs (Fellowes, 1997).
CURRICULUM LINKS
The Level 6 AusVELS English standards require students to explore and comprehend the language features of multimodal texts including novels and digital resources.
Ways to teach grammar in context include
Some teaching methods to implement in the classroom are listed and briefly described below. The text types used in your classroom should cover a range of genres (e.g. narrative, procedural), incorporate multimodal literature (e.g. books, film, newspaper) and be appropriate to the teaching and learning aims and relevant curriculum standard(s). Examples of explicit teaching methods and ideas can be found on the page Lesson Ideas & AusVELS
- Teach in context of writing and reading: the use of different text types (genres) allow for the teaching of grammatical terminology to be integrated
- Task-based learning, integrated approach: student-centered activities with teacher instruction including games, picture story books, poems and writing.
Some teaching methods to implement in the classroom are listed and briefly described below. The text types used in your classroom should cover a range of genres (e.g. narrative, procedural), incorporate multimodal literature (e.g. books, film, newspaper) and be appropriate to the teaching and learning aims and relevant curriculum standard(s). Examples of explicit teaching methods and ideas can be found on the page Lesson Ideas & AusVELS
Method Summary
Writing demonstration Students observe teacher writing
Grammatical features and sentence structure highlighted to demonstrate how to best convey meaning.
Joint construction Students and teachers work together.
Assist students in grammar use and how to achieve purpose.
Mini lessons Students produce text or utilise existing text.
Focus on exploring and critiquing specific grammar concept(s).
Teacher and student conferences One on one teacher-student revision of students work at grammatical level.
Reading Exposure to a variety of fiction and non-fiction text to develop knowledge about sentence structure and pattern.
Reference: Fellowes, 1997
Writing demonstration Students observe teacher writing
Grammatical features and sentence structure highlighted to demonstrate how to best convey meaning.
Joint construction Students and teachers work together.
Assist students in grammar use and how to achieve purpose.
Mini lessons Students produce text or utilise existing text.
Focus on exploring and critiquing specific grammar concept(s).
Teacher and student conferences One on one teacher-student revision of students work at grammatical level.
Reading Exposure to a variety of fiction and non-fiction text to develop knowledge about sentence structure and pattern.
Reference: Fellowes, 1997
CURRICULUM LINKS
The Level 6 AusVELS achievement standards include development of knowledge about language features in reading, writing and speaking. Students are expected to express their understanding through written and oral discussion and critique a range of text types as well as creating their own individual texts.