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RRL 4

Review of Related Literature

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Ronnel Romero
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63 views2 pages

RRL 4

Review of Related Literature

Uploaded by

Ronnel Romero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Grammar in the 21st Century Classroom

KELSEY HAMMOND

525 West 120th Street, Box 182

New York, NY 10027

416 Zankel

Ph: (212) 678-3161

cpet@tc.edu

Introduction

Teaching grammar in the 21st-century classroom has evolved from its


traditional roots into a more contextualized and meaningful practice. While
grammar instruction was historically rooted in the memorization of rules and
mental discipline (Applebee, 1974; Scholes, 1998), contemporary
approaches emphasize its integration into authentic reading and writing
experiences (Weaver, 1996). However, this shift is not without challenges, as
educators must navigate tensions between historical expectations and
evidence-based practices. This literature review explores the development of
grammar instruction, its contemporary applications, and implications for 21 st-
century classrooms

Literature Review

According to Applebee (1974), grammar instruction in the 18 th and 19th


centuries focused on training mental faculties through rule memorization and
application. The author emphasizes that grammar was often associated with
rhetoric, diction, and style, reflecting its perceived importance in fostering
intellectual growth. This perspective aligns with the work of Scholes (1998),
who highlights that early grammar instruction was seen as a prerequisite for
higher education and a marker of intellectual discipline.

In a study by McQuade (1980), it was found that discrete grammar


instruction, even when rigorously implemented, failed to improve students’
grammatical skills. The research suggests that formal grammar courses often
result in negligible or even negative impacts on students’ learning outcomes.
This is consistent with Weaver’s (1996) earlier work, which stressed the
significance of teaching grammar in the context of writing rather than as an
isolated system of rules. Weaver argued that grammar instruction is most
effective when it arises organically from students’ own reading and writing
practices, as this fosters deeper engagement and practical application.

Furthermore, Anderson (2017) posits that encouraging students to analyze


and imitate sentences from mentor texts provides a meaningful way to
acquire grammatical constructions. This highlights the importance of
contextualizing grammar instruction, suggesting that authentic reading and
writing experiences are key to promoting grammatical awareness.
Anderson’s work builds on Weaver’s foundational theories, offering practical
strategies such as inviting students to notice, label, revise, and imitate
mentor sentences.

In the early 21st century, Dunn and Lindbloom (2003) argued that traditional
grammar instruction often perpetuates linguistic discrimination by
prioritizing Standard English Grammar over diverse dialects. This highlights
the importance of celebrating linguistic diversity and creating inclusive
classrooms that reflect multiple literacies. Their research suggests that
grammar instruction should focus not only on teaching standardized forms
but also on fostering an appreciation for the rich variety of language
practices.

Conclusion

The evolution of grammar instruction from rule-based methods to


contextualized approaches reflects broader changes in educational theory
and practice. Research by scholars like Weaver (1996) and Anderson (2017)
underscores the importance of integrating grammar into authentic reading
and writing experiences, while Dunn and Lindbloom (2003) highlight the
need for inclusive practices that embrace linguistic diversity. By grounding
grammar instruction in meaningful contexts, educators can promote both
language proficiency and a deeper appreciation for the nuances of
communication in the 21st-century classroom.

References:

https://cpet.tc.columbia.edu/news-press/teaching-grammar-in-the-21st-
century-classroom

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