Teaching sentence level grammar – the evidence so far

Richard Andrews

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


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.
Original languageEnglish
Title of host publicationBeyond the Grammar Wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom
Place of PublicationNew York
ISBN (Print)978-0415802659
Publication statusPublished - 30 Apr 2010

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