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Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing
ARTICLE

, , , University of Exeter, United Kingdom

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers' grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students' learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing.

Citation

Myhill, D., Jones, S. & Watson, A. (2013). Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 77-91. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.005

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