The contested introduction of linguistics in the Dutch exam; A historical curriculum study on the relationship between school subjects and academic disciplines

Aalsvoort, M. Van Der; Kroon, Sjaak

doi:10.17239/l1esll-2015.15.01.09

Cited by 10 publications

(5 citation statements)

References 9 publications

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“…A final matter we wish to draw attention to is the intricate relationship between academic disciplines (e.g., theoretical linguistics, Dutch Language and Literature) and the related school subjects (Van der Aalsvoort, 2016). In previous discussions about curriculum development in the Netherlands, in which academics attempted to enrich existing language education with linguistic knowledge without considering literacy development per se, some teachers and curriculum developers felt 'overruled' by academics and therefore rejected the introduction of linguistics into the Dutch curriculum (Van der Aalsvoort & Kroon, 2015). If fruitful discussions about grammar, in which knowledge-related rationales are acknowledged as valuable, are to be held, the intricate relationship between schools and universities needs to be continuously nurtured with great care (Hulshof & Van Rijt, 2020).…”

Section: Discussionmentioning

confidence: 99%

The conceptual importance of grammar

Rijt

Coppen²

2021

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Knowledge about Language (KaL) is an important part of L1 language education around the world. A controversial part of KaL is grammatical or syntactic knowledge, i.e., knowledge about the form, meaning and use of sentences and phrases. In the current international discourse on L1 grammar teaching, grammar is principally motivated by the desire to enhance students’ literacy development, befitting the communicative turn in mother tongue education and following high quality research which has shown that contextualized grammar teaching can impact on students’ writing development. However, there are also other potentially meaningful reasons to teach grammar, which remain underresearched and underdiscussed in curriculum discussions: (1) the general importance of language justifies that L1 speakers understand how their language works; (2) grammar teaching provides more insight into the workings of the human mind; (3) grammar teaching can be used to facilitate students’ reasoning and stimulate their critical thinking abilities. These reasons for teaching grammar do not necessarily relate to literacy development; rather, they pertain to a general conceptual importance of knowledge about grammar. This paper explores these arguments and argues, partly based on empirical evidence from recent research, that knowledge-related rationales deserve a more prominent place in curriculum discussions about grammar teaching.

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Section: Discussionmentioning

confidence: 99%

The conceptual importance of grammar

Rijt

Coppen²

2021

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“…It should be added that knowledge-based grammar remains an important element of education in some countries. For example, in the Netherlands in the early 1990s, a new exam program with linguistics as a separate component in upper secondary education was assigned for development (Van der Aalsvoort & Kroon, 2015). In German-speaking regions grammatical competences still form part of the curriculum and their principal aim is to increase grammatical knowledge (Funke, 2018).…”

Section: Grammar In L1 Curriculamentioning

confidence: 99%

Grammar education at the turn of the millennium. The case of Poland

Awramiuk¹,

Szymańska²

2019

L1 Educational Studies in Language and Literature

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Models for L1 teaching in schools were under discussion in many countries at the turn of the millennium. The very aim of teaching language was also one of the lively discussions. A debate about the role of grammar in L1 teaching was also pursued. In Poland, the political transformation in 1989 was a natural moment for educational changes. The syllabus reform was presented in the Core Curriculum in 1999. This document has been repeatedly supplemented and modified in recent years, and it has made space for original programs and textbooks. The aim of the article is to theorize, analyse and discuss today's grammar education in the Polish context, focusing on empirical examples from textbooks. It starts with an outline of international debates on grammar in L1 education. Afterwards, it connects these specifically to the Polish situation. In the next section, the methodological clarification of the research which the paper reports on, are outlined. The main body of the paper presents a typology of approaches to grammar instruction which has been conceived in Polish L1 research. This typology makes a distinction between systemic, communicative and functional approaches; the latter is further subdivided into 'linguocentric' and 'textocentric' approaches. The models distinguished are illustrated by grammatical tasks from textbooks. In its concluding considerations, the paper argues that reforming teacher education and amplifying empirical research are the main challenges which must be met in the future.

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“…While there was a shift in the mid-twentieth century from prescriptivism to descriptivism within the models of structuralist linguistics, attention to the system remained the same (see Otañi & Gaspar, 2001). This has had a profound impact in curricular dispositions and in pedagogic material (see Coronas, 2014;van der Aalsvoort & Kroon, 2015).…”

Section:  the Theoretical Basis Of School Grammarmentioning

confidence: 99%

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

Vicens¹,

Folgado²

2018

L1 Educational Studies in Language and Literature

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Grammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over time grammar instruction has generated an intense debate around two positions: direct instruction on grammar content, versus instruction devoted to prompting reflection on grammar and language use. There has been an insistent and recurring tendency towards the former, a situation that still prevails. More recently, however, certain research trends in Spain, albeit a minority, have crystallized in a research trajectory on metalinguistic activity, opening up new possibilities for rethinking instruction based on grammar reflection to support writing. Within such a trajectory, innovative ways to promote grammar reflection within language use are explored, and metalinguistic activity becomes the focus of research and pedagogy. Crucially, some of the empirical studies developed within this trajectory suggest that grammar knowledge may not be a condition for reflection about language but its consequence, leading to a consideration of metalinguistic activity as a promising avenue for rethinking the debate on the role of grammar instruction.

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The contested introduction of linguistics in the Dutch exam; A historical curriculum study on the relationship between school subjects and academic disciplines

Cited by 10 publications

References 9 publications

The conceptual importance of grammar

The conceptual importance of grammar

Grammar education at the turn of the millennium. The case of Poland

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

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