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
- addresses 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.
All of the contributors are acknowledged experts in their field.
Activities designed for use in language and literacy education
courses actively engage students in reflecting on and applying the
content in their own teaching contexts.
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