Teaching sentence level grammar – the evidence so far

Andrews, Richard (2010) Teaching sentence level grammar – the evidence so far. In: Beyond the Grammar Wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. Routledge, New York. ISBN 978-0415802659

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Abstract

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars: -provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia -offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms -takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful -metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

Item Type:	Book Section
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Critical Cultural Studies In Education
Depositing User:	Pure Connector
Date Deposited:	20 May 2016 15:00
Last Modified:	05 Jul 2021 23:40
URI:	https://ueaeprints.uea.ac.uk/id/eprint/58939
DOI:

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