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Grammar and the English National Curriculum

Grammar and the English National Curriculum

 Paterson, Laura Louise.
 2010
 p. 473 - 484 English
Ngôn ngữMetalinguistic knowledge.English grammar.National Curriculum.Teaching.
Tác giả CN Paterson, Laura Louise.
Nhan đề Grammar and the English National Curriculum / Laura Louise Paterson
Thông tin xuất bản 2010
Mô tả vật lý p. 473 - 484
Tóm tắt In 1998 the regulatory body for the National Curriculum, the Qualifications and Curricu¬lum Authority, acknowledged that there was ‘widespread uncertainty’ over the grammar requirements of the English Curriculum. In this paper I argue that the QCA still has not addressed this uncertainty. I analyse the 1999 and 2011 Primary English Curricula, alongside the 2008 Secondary English Curriculum and show that the QCA grammar guidelines lack specificity, with no clear definitions for key terms such as ‘standard English’ or ‘morphology’, further compounding the perceived uncertainty. I argue that this directly contradicts the QCA’s acknowledgement that younger teachers may not have been taught a standardised framework for grammar in their own schooling, making the absence of technical definitions and clear guidelines highly significant. Although the QCA may be aware of uncertainties surrounding grammar teaching, their guidelines in the English National Curriculum do not provide a clear account of what pupils must learn about grammar
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Metalinguistic knowledge.
Từ khóa tự do English grammar.
Từ khóa tự do National Curriculum.
Từ khóa tự do Teaching.
Nguồn trích Language and education- 2010, Vol 24, N.6
MARC
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520[ ] |a In 1998 the regulatory body for the National Curriculum, the Qualifications and Curricu¬lum Authority, acknowledged that there was ‘widespread uncertainty’ over the grammar requirements of the English Curriculum. In this paper I argue that the QCA still has not addressed this uncertainty. I analyse the 1999 and 2011 Primary English Curricula, alongside the 2008 Secondary English Curriculum and show that the QCA grammar guidelines lack specificity, with no clear definitions for key terms such as ‘standard English’ or ‘morphology’, further compounding the perceived uncertainty. I argue that this directly contradicts the QCA’s acknowledgement that younger teachers may not have been taught a standardised framework for grammar in their own schooling, making the absence of technical definitions and clear guidelines highly significant. Although the QCA may be aware of uncertainties surrounding grammar teaching, their guidelines in the English National Curriculum do not provide a clear account of what pupils must learn about grammar
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