As a beginning teacher, understanding the link between learning areas, teaching theory and the objectives of the curriculum is paramount. This section outlines why we teach grammar and the ways in which the theory links with the curriculum outcomes. See pages Teaching Grammar: How and Lesson Ideas & AusVELS for general teaching methods and lesson activities grounded in education research and aligned with the Victorian (AusVELS) English curriculum standards.
It is through language that we shape our thinking about the world, create our own identities and engage with those around us (Derwianka, 2012). Teaching grammar is important for a multitude of reasons, at the very least to provide children with language awareness and control and understanding over the way they use and respond to language to enable clear and confident expression (Derwianka, 2012; Macken-Horarik et. al., 2011).
Grammatical knowledge is known to aid in improved literacy skills (Derwianka, 2012; Macken-Horarik et. al., 2011; Winch et. al. 2014). Different grammatical structures contain and create different meaning. Knowing grammar allows children to examine the patterns of language and word meaning and to use language effectively, appropriately and accurately (Winch et al., 2014).
Grammatical vocabulary provides a metalanguage, a language to talk about language (Derwianka, 2012; Winch et. al., 2014). Teaching grammar equips students with the knowledge to make connections between language as system and language as text, to understand how language works at multiple levels (word, sentence and whole text) and create meaningful coherent texts so that clear messages are conveyed (Fellowes, 1997; Macken-Horarik et. al., 2011; Winch et. al., 2014). Knowledge about language is valuable and it goes without saying that the more we understand about language, the better we can use it (Derwianka, 2009).
Overall, the terminology of grammar provides students with a metalanguage, a language in which to describe their own language experiences (speaking, listening, reading and writing) and how language operates (Winch et. al., 2014).
It is through language that we shape our thinking about the world, create our own identities and engage with those around us (Derwianka, 2012). Teaching grammar is important for a multitude of reasons, at the very least to provide children with language awareness and control and understanding over the way they use and respond to language to enable clear and confident expression (Derwianka, 2012; Macken-Horarik et. al., 2011).
Grammatical knowledge is known to aid in improved literacy skills (Derwianka, 2012; Macken-Horarik et. al., 2011; Winch et. al. 2014). Different grammatical structures contain and create different meaning. Knowing grammar allows children to examine the patterns of language and word meaning and to use language effectively, appropriately and accurately (Winch et al., 2014).
Grammatical vocabulary provides a metalanguage, a language to talk about language (Derwianka, 2012; Winch et. al., 2014). Teaching grammar equips students with the knowledge to make connections between language as system and language as text, to understand how language works at multiple levels (word, sentence and whole text) and create meaningful coherent texts so that clear messages are conveyed (Fellowes, 1997; Macken-Horarik et. al., 2011; Winch et. al., 2014). Knowledge about language is valuable and it goes without saying that the more we understand about language, the better we can use it (Derwianka, 2009).
Overall, the terminology of grammar provides students with a metalanguage, a language in which to describe their own language experiences (speaking, listening, reading and writing) and how language operates (Winch et. al., 2014).
CURRICULUM LINKS
A language strand involving knowledge about how language works was incorporated into the most recent Australian Curriculum (ACARA, 2012). The Shape paper preceding the curriculum emphasises the importances of how language functions (ACARA, 2009 cited in Derwianka, 2012). The Literature strand provides an integrated framework for teachers to work within (Derwianka, 2009). This is directly reflected in the AusVELS English curriculum and the Level 6 English curriculum content descriptors include explicit reference to metalanguage and other grammatical concepts for examples:
- Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523).
- Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615).