Grammar Policy and Pedagogy from Primary to Secondary School

Abstract

Grammar is a key focus of current UK national curriculum policy, at both primary and secondary school level. But grammar policy across these levels is incongruous: at primary level, policy is largely prescriptive, framing language as a system of constraints and rules, whereas at secondary level, policy is much more geared towards descriptive, functional linguistics. Using data acquired from a survey with 275 secondary English teachers and interviews with 24 secondary English teachers, I critically explore how the incongruity of primarysecondary level grammar policy is impacting upon grammar pedagogy at secondary level. Using a combination of thematic and metaphor analysis, I show how many teachers report secondary students conceptualising grammar as a list of technical terms, with little idea or experience of how to use this knowledge in applications such as critical reading or creative writing. I also show how some secondary teachers were aiming to integrate grammar into their teaching, looking to build and develop on the grammatical knowledge students have from primary level. The data show that teacher and student conceptualisations of grammar are shaped by curriculum policy, and I call for a more coherent and coordinated vision of grammar across primary and secondary level.This book will help you to use technology successfully to enhance literacy development at all levels. This practical guide, based on the authors' own classroom research as well as hundreds of published studies, supports teachers' understanding of current technologies and how they can be used as tools to enhance student learning and achievement.Each chapter provides concrete strategies and resources that can be used to engage students, to promote creativity and collaboration, and to empower students to be ready for participation in today's global society.

The application of cognitive poetics to the primary school reading experience

“…The issues faced then (narrow objectives, time-restraints, lack of authenticity, assessment pressures, scripted 'right' answers) are consistent across all schools. Mason and Giovanelli (2015; and Cushing (2018a;2018b;2018c) use stylistic-based frameworks to address the issues evident in the literature classroom, by offering opportunities for a "new, innovative" pedagogy. There are also studies that focus more explicitly on one problem.…”

“…By encapsulating both the social and personal circumstances of context (Stockwell 2002: 4), cognitive poetics can therefore offer a fuller understanding of the reading process and how the reader has reached their interpretation. This is something especially valuable in the field of education, where cognitive poetics has recently intervened (Cushing 2018a;2018b;2018c, Taylor 2018Mason & Giovanelli 2017;Giovanelli & Mason 2015). Developing a theoretical understanding of the learning process through cognitive poetic accounts of literary experience has enabled teachers to gain a more holistic understanding of a student's reading.…”

“…Introducing my chosen disciplinary approach (i.e. definitions, reasoning and explanations) within Chapter 3 is placed alongside research by Cushing (2018b). Cushing's (2018b) research offers a clear insight into the application of cognitive poetics to the classroom.…”

“…definitions, reasoning and explanations) within Chapter 3 is placed alongside research by Cushing (2018b). Cushing's (2018b) research offers a clear insight into the application of cognitive poetics to the classroom. Chapter 4 begins to focus on this application (in relation to my research) and therefore accounts for the ethical considerations and practical explanations surrounding the study.…”

“…These two frameworks (schema theory and text-world theory) will be applied to my data at Chapter 5. After outlining these frameworks, I will detail a case study (Cushing 2018b) demonstrating a previous successful application of cognitive poetics to English studies at secondary level.…”