Keywords

language teaching, grammar perspectives, contextual language, grammar instruction

Abstract

What is it about teaching language that makes it so problematic? Is it because language is connected to who and what we are and everything we do? That has to be part of it. I know that I’ve been through my share of discussions about language and how to teach it, with those involved holding a variety of perspectives. I’ve watched those discussions shift over the years of my teaching as something new comes up and perspectives shift again. Today, when I read articles or hear discussions about teaching grammar, I find interesting dichotomies in perspectives. Some people see language issues as right or wrong: That’s it. No flexibility. This perspective is evident when people look at issues of language in stark contrasts instead of in relation to context. Even if teachers don’t think of grammar that way, the use of worksheets or testing often suggests the right/wrong dichotomy. After all, we “correct” the worksheets; students ask us for “the right answer.” Even the idea of people’s usage being “corrected” by English teachers suggests this perspective: right or wrong.

Original Publication Citation

“Shifting Perspectives on Grammar: Changing What and How We Teach.” English Journal 100.4 (2011): 20-26. (Invited: EJ in Focus)