Rhetorical grammar and the grammar of schooling: Teaching "powerful verbs" in the English National Literacy Strategy

Research output: Contribution to journalArticlepeer-review

37 Scopus citations

Abstract

This article traces the trajectory of educational ideas through policy, curricular materials and enactment in the classroom. Specifically, I examine current English policy regarding the teaching of grammar in primary schools, and its enactment in a Year 3 (8-year olds) literacy lesson. While the policy advances a broadly rhetorical approach to grammar and its instruction, the enacted lesson retains a number of features characteristic of the formal, rule-based grammar instruction this policy seeks to replace. I discuss possible explanations for this outcome, and implications for language education policy. Among other issues, I argue that rhetorical grammar teaching has been thwarted by the "grammars" of schooling and educational accountability.

Original languageEnglish
Pages (from-to)378-400
Number of pages23
JournalLinguistics and Education
Volume20
Issue number4
DOIs
StatePublished - 1 Dec 2009
Externally publishedYes

Keywords

  • Curricular enactment
  • Educational policy and educational reform
  • Grammar teaching
  • National Literacy Strategy
  • Rhetorical grammar

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Fingerprint

Dive into the research topics of 'Rhetorical grammar and the grammar of schooling: Teaching "powerful verbs" in the English National Literacy Strategy'. Together they form a unique fingerprint.

Cite this