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Teaching grammar as meaning-making in the writing class: An inclusive approach
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Type
Article
Citation
Xavier, C. A. (2023). Teaching grammar as meaning-making in the writing class: An inclusive approach. The English Teacher, 52(3), 110–119. https://doi.org/10.52696/rgca3593
Abstract
This article addresses the question of how teachers can adopt an inclusive approach to the teaching of grammar that attends to the diverse language learning abilities of students in an English Language(EL)writing class.Thisarticle suggests that teaching grammar as a meaning-making resource in an EL writing class empowers students of various language learning abilities to make meaningful grammatical choices in their writing.Teaching grammar as a meaning-making resource entails adopting a descriptive view of grammar. This is as opposed to adopting a prescriptive view of grammar wherethe avoidance or remediation of errors in writing is the emphasis. Two primary school ELteachers engaged in an action research project in a primary school in Singapore on teaching grammar as a meaning-making resource within writing in the EL classroomwere interviewed. Three strategies on how to teach grammar as a meaning-making resource in writingwere identified. The three strategies are a) visualisation of links between grammar and writing, b) discussion of grammatical choices in writing and c) provision of clear feedback on grammar in writing. In teaching grammar this way, students of varying language learning abilities are empowered to make grammatical choices in creating meaning in writing.KEYWORDS: grammar as meaning-making, writing, diverse learning abilities, inclusive approachIntroductionThere is increasinglya focus on inclusivity in developed schools, whereteachers are expected to meet the diverse learning needs of students in their classes, callingto attention,then the need to adaptpedagogical approaches to attend to these various learning needs(Westwood, 2018).This article addresses the question of how teachers can adopt an inclusive approach to the teaching of grammar that attends to the diverse language learning abilities of students in an English Language (EL) classroom, specifically in the writing class. This article suggests that teaching grammar as a meaning-making resource in an EL writing class empowers students of various language learning
Date Issued
2024
Publisher
The Malaysian English Language Teaching Association
Journal
The English Teacher
Description
The open access publication is available at: https://doi.org/10.52696/rgca3593