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Grammar re-imagined: foregrounding understanding of language choice in writing

dc.contributor.authorMyhill, D
dc.date.accessioned2022-02-04T11:09:44Z
dc.date.issued2021-02-17
dc.date.updated2022-02-04T10:29:08Z
dc.description.abstractThe topic of grammar teaching has remained a stubbornly contentious subject of discussion for more than 50 years, tending towards binary, even polemical, positions. Yet scrutiny of the research shows how little attention has been afforded to considering what the relationship between learning about grammar and learning about being a language user might be; or to effective pedagogical practices for teaching grammar. Instead, the debate has reverted to inappropriate “what works” discourses. This article discusses these discourses and the need to re-imagine why and how we teach grammar, drawing on sustained and cumulative research evidence.en_GB
dc.description.sponsorshipEconomic and Social Research Council (ESRC)en_GB
dc.format.extent1-13
dc.identifier.citationVol. 55, No. 3, pp. 265-278en_GB
dc.identifier.doihttps://doi.org/10.1080/04250494.2021.1885975
dc.identifier.grantnumberES/K002511/1en_GB
dc.identifier.urihttp://hdl.handle.net/10871/128700
dc.identifierORCID: 0000-0002-3207-3859 (Myhill, Debra)
dc.language.isoenen_GB
dc.publisherRoutledge/National Association for the Teaching of English (NATE)en_GB
dc.rights© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_GB
dc.subjectGrammaren_GB
dc.subjectmetalinguistic understandingen_GB
dc.subjectwritingen_GB
dc.subjectknowledge about languageen_GB
dc.subjectpedagogyen_GB
dc.titleGrammar re-imagined: foregrounding understanding of language choice in writingen_GB
dc.typeArticleen_GB
dc.date.available2022-02-04T11:09:44Z
dc.identifier.issn0425-0494
dc.descriptionThis is the final version. Available from Routledge via the DOI in this record. en_GB
dc.identifier.eissn1754-8845
dc.identifier.journalEnglish in Educationen_GB
dc.relation.ispartofEnglish in Education, 55(3)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_GB
dcterms.dateAccepted2021-02-01
rioxxterms.versionVoRen_GB
rioxxterms.licenseref.startdate2021-02-17
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2022-02-04T11:05:46Z
refterms.versionFCDVoR
refterms.dateFOA2022-02-04T11:09:53Z
refterms.panelCen_GB
refterms.dateFirstOnline2021-02-01


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© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Except where otherwise noted, this item's licence is described as © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.