A Cautionary Tale of Educational Evidence – Part 2 | HuntingEnglish

Earlier this week I wrote a brief post explaining how research evidence that appeared from the Education Endowment Fund (EEF) appeared to challenge evidence undertaken by Deborah Myhill and her team at Exeter University on the success of her ‘grammar for writing‘ programme. See here.

Now, as an English teacher, ‘grammar for writing‘ is a relatively familiar approach to teaching grammar. It explicitly focuses upon teaching grammar in the context of texts and literature, using the tricky meta-language of grammar with students, and it is one approach I use as part of my current teaching and planning. For example, students may study and learn about the impact of model verbs by reading political speeches or some dystopian fiction. This approach runs counter to an arguably more traditional approach of decontextualising the study of grammar. This may mean grammar drills and a linear model of discrete lessons focusing upon aspects of grammar. Of course, many teachers use a broad mixed economy – which is more akin to my current stance.

via A Cautionary Tale of Educational Evidence – Part 2 | HuntingEnglish

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