Putting the g back in english: Preparing pre-service teachers to teach grammar

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Classroom teachers need to have a solid foundation in understanding and applying English grammar in order to buttress their content and pedagogical content knowledge and support their students' literacy development. However, teacher preparation programs are challenged to incorporate this kind of content into the existing curriculum, which is heavily laden with other core requirements, including the need to prepare teachers for classrooms of diverse learners, many of them ELLs. How can we best prepare future teachers so that they have the requisite knowledge and skills, curiosity, and training to meet the language learning demands of today's students? This case study explores a collaborative attempt to respond to the grammar challenge in teacher education involving a block of literacy courses and a linguistics course.

Original languageEnglish (US)
Pages (from-to)90-105
Number of pages16
JournalEnglish Teaching
Volume9
Issue number3
StatePublished - Dec 1 2010

Fingerprint

grammar
teacher
literacy
classroom
student
Grammar
Pre-service Teachers
Teaching
linguistics
curriculum
language
learning
education
Teacher Preparation
Language Acquisition
Literacy
Curiosity
Teacher Education
Literacy Development
Curriculum

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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Putting the g back in english : Preparing pre-service teachers to teach grammar. / Hadjioannou, Xenia; Hutchinson, Mary Cockill.

In: English Teaching, Vol. 9, No. 3, 01.12.2010, p. 90-105.

Research output: Contribution to journalArticle

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