Integrated Approach to Teaching Grammar
Integrated Approach to Teaching Grammar
Some teachers see grammar as a set of rules, they teach by explaining them and drilling students on them. Other teachers do not explicitly teach grammar at all believing students will learn it through reading, writing and communication activities (Byrd, 1989). These are very different ideas about how grammar should be taught. I think somewhere in the middle where Students are taught about the traditional guidelines of grammar, but also that these change therefor it is important to recognise variation in usage (Winch, Johnston, March, Ljungdahl & Holliday, 2010).
It is advised to teach grammar using both traditional and functional grammar, both forms have elements that help students’ to understand language (Winch, et al. 2010). Traditional grammar allows students to understand the guidelines associated with elements of text at the sentence level while the functional approach to grammar allows students that different context have different needs in relation to language.
Hannon and Gibbson (2005) suggests a model that incorporates designed in and contingent scaffolding including being responsive to moments when grammar can be taught (Derewianka, 2012). There is a place for both explicit grammar teaching and integrated needs based approach (Winch, et al. 2010). I have not seen a needs based approach to grammar teaching, though I think it would be both beneficial for the students but also challenging, teachers would need to have a good understanding of grammar to be able to do it affectively.
“Grammar, along with punctuation, is best taught within the context of actual writing.” (Fellowes, 2007 Para 7)
Teaching grammar involves
-Modelling and instruction
-Student centred learning
-Exploring a wide range of authentic material such as cartoons, magazines, newspapers and books
-Students are active participants in their learning, students have ownership over their learning
-Identified goals leading to completion of task
-Ongoing assessment
(Winch, et al. 2010 p. 301)
Some teachers see grammar as a set of rules, they teach by explaining them and drilling students on them. Other teachers do not explicitly teach grammar at all believing students will learn it through reading, writing and communication activities (Byrd, 1989). These are very different ideas about how grammar should be taught. I think somewhere in the middle where Students are taught about the traditional guidelines of grammar, but also that these change therefor it is important to recognise variation in usage (Winch, Johnston, March, Ljungdahl & Holliday, 2010).
It is advised to teach grammar using both traditional and functional grammar, both forms have elements that help students’ to understand language (Winch, et al. 2010). Traditional grammar allows students to understand the guidelines associated with elements of text at the sentence level while the functional approach to grammar allows students that different context have different needs in relation to language.
Hannon and Gibbson (2005) suggests a model that incorporates designed in and contingent scaffolding including being responsive to moments when grammar can be taught (Derewianka, 2012). There is a place for both explicit grammar teaching and integrated needs based approach (Winch, et al. 2010). I have not seen a needs based approach to grammar teaching, though I think it would be both beneficial for the students but also challenging, teachers would need to have a good understanding of grammar to be able to do it affectively.
“Grammar, along with punctuation, is best taught within the context of actual writing.” (Fellowes, 2007 Para 7)
Teaching grammar involves
-Modelling and instruction
-Student centred learning
-Exploring a wide range of authentic material such as cartoons, magazines, newspapers and books
-Students are active participants in their learning, students have ownership over their learning
-Identified goals leading to completion of task
-Ongoing assessment
(Winch, et al. 2010 p. 301)