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Beyond the Grammar Wars : A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom

By: (Edited by) Terry Locke

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Ksh 28,800.00

Format: Hardback or Cased Book

ISBN-10: 0415802644

ISBN-13: 9780415802642

Publisher: Taylor & Francis Ltd

Imprint: Routledge

Country of Manufacture: GB

Country of Publication: GB

Publication Date: Mar 24th, 2010

Print length: 330 Pages

Weight: 780 grams

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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, this book offers a range of theoretical approaches to the issues surrounding this question, and examples of how these approaches are being realized in actual classrooms.

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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