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.
-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 language | English |
|---|---|
| Title of host publication | Beyond the Grammar Wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom |
| Place of Publication | New York |
| Publisher | Routledge |
| Edition | 1 |
| ISBN (Print) | 978-0415802659 |
| Publication status | Published - 30 Apr 2010 |