Turner, Karen;
Turvey, Anne;
(2002)
The Space Between Shared Understandings of the Teaching of Grammar in English and French to Year 7 Learners: Student Teachers Working Collaboratively.
Language Awareness
, 11
(2)
pp. 100-113.
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Abstract
In this article, we describe a small scale research project in which an English and a French student teacher on our Postgraduate Certificate of Education course work collaboratively to develop their personal knowledge and understanding of grammar and its role in teaching both subjects to 11 year old learners in an English comprehensive school. The project begins with university-based discussions about the role of grammar in language learning as expressed in a number of government documents and professional journals and continues in school with lesson observation by students of experienced teachers and of each other. Ways in which the cross-language focus beneficially influenced their classroom practice are suggested. The article concludes with the discussion of a number of issues about planning for language development and teaching about language across the curriculum which arise from the project and makes some modest proposals for a way forward within government policy which remains separatist.
| Type: | Article |
|---|---|
| Title: | The Space Between Shared Understandings of the Teaching of Grammar in English and French to Year 7 Learners: Student Teachers Working Collaboratively |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | The article addresses the contentious issue of grammatical knowledge in first and foreign language learning with reference to the development of subject knowledge in pre-service teachers and draws on both primary and secondary research. Written at a time when government policy was promoting a return to grammar teaching, the article begins with a review of research and policy in both fields and continues with a report on a school-based research project involving English and French teacher trainees working collaboratively to explore the potential of knowledge about language to draw together theory and practice in the two curriculum areas. Research methods included observational techniques and focus group discussion with qualitative analysis. The article made a timely contribution to debate in the field and the development of future policy by promoting the benefits of collaborative planning and shared practice across language areas. This is an electronic version of an article published in Turner, Karen and Turvey, Anne (2002) The Space Between Shared Understandings of the Teaching of Grammar in English and French to Year 7 Learners: Student Teachers Working Collaboratively. Language Awareness, 11 (2). pp. 100-113. Language Awareness is available online at: http://www.informaworld.com/10.1080/09658410208667049 |
| Keywords: | Language |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004204 |
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