Language and Linguistics: Teaching Grammars

Grammar Teaching as a Troublesome Field

Grammar teaching as part of language and linguistics programs has been described as a troublesome field of the American education system that needs immediate intervention. Such instructional difficulties occur as a result of technical vocabulary and complicated grammar rules, which can be daunting, especially for English Language Learners (ELLs). This unique subgroup of students has more trouble pursuing academic success in other English-based subject areas. According to Jensen (44), this topic may have a major effect on the academia and professions of non-native English speakers.

A Practical Solution: Reevaluating Language Development Lesson Plans

One practical solution is to reevaluate the design of language development lesson plans to cater to the learning needs of this particular group. The National Council of Teachers of English (NCTE) stipulates that English language instructions promote three fundamental goals (De Oliveira, Luciana and Melanie 67). Firstly, students from diverse backgrounds are expected to complete their education having gained effective oral and written communication English communication. Secondly, they are supposed to possess the ability to correctly analyze grammatical structures of English sentences through the application of grammatical terminology. Thirdly, they are expected to understand how time, social situations, and social groups affect natural variations in language. To realize these goals, it is imperative that language instruction lesson plans accommodate the unique needs of learners from diverse cultural backgrounds. This intervention is advantageous in that it involves grouping learners with varying language capabilities to help weaker learners gains from their superior counterparts (De Oliveira, Luciana and Melanie 85).

Summary: Addressing the Unique Needs of ELLs

In summary, ELLs are a disadvantaged group in the context of teaching grammar. Existing grammar instruction lesson plans do not adequately capture their unique learning needs. This fact threatens not only their academic and career goals but also the realization of NCTEs measurable goals. The recommended intervention, therefore, is that English tutors develop creative means of addressing the unique needs of a culturally diverse classroom.

Works Cited

De Oliveira, Luciana, and Melanie Shoffner, eds. Teaching English language arts to English language learners: Preparing pre-service and in-service teachers. Springer, 2016.

Jensen, Marie Møller. “Review of Eli Hinkel (ed.), Teaching English Grammar to Speakers of Other Languages, Routledge, 2016.” Globe: A Journal of Language, Culture and Communication 4 (2016). (Counihan, Erin, and Amanda)