Category=JNF
Category=JNU
Category=YPCA
classroom writing strategies
digital text analysis
educational linguistics
English Grammar
EPPI Review
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
explicit grammar instruction in literacy
Explicit Grammar Teaching
Formal Grammar
Formal Grammar Teaching
functional
Functional Grammar
Grammar Instruction
Grammar Wars
image
Image Text Relations
Language Awareness
language pedagogy
leeuwen
LINC Project
linguistics
Literacy Classroom
metalinguistics
Mother Tongue Curriculum
multimodal literacy
Multimodal Texts
pedagogic
Pedagogical Confidence
relations
Ri Ca
Scottish National Party
Sentence Level Grammar
SFL Theory
systemic
Systemic Functional Grammar
Systemic Functional Linguistics
text
traditional
Traditional Grammar
Traditional School Grammar
Va Ri
van
Van Gelderen
Product details
- ISBN 9780415802642
- Weight: 780g
- Dimensions: 152 x 229mm
- Publication Date: 24 Mar 2010
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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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:
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- provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia
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- 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
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- takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful
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- 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.
Terry Locke is Professor of Education and Chair of the Department of Arts and Language Education in the School of Education, University of Waikato, New Zealand.
