The theoretical and practical research on L2 grammar is vast and covers multiple research fields. The challenge for classroom teaching is how to select, synthesize, apply, and transform this research into concrete pedagogical practices, particularly ones that promote literacy. The difficulty is compounded by the persistence of flawed assumptions, e.g. that grammar study automatically results in communicative ability or that grammatical ability automatically follows successful speech acts. Drawing on Systemic Functional Linguistics (SFL), Second Language Acquisition (SLA), and the Scholarship of Teaching and Learning (SOTL), this presentation will focus on research-driven strategies to teach grammar in L2, specifically as a means of promoting literacy. We will embrace the functional perspective of grammar as a rich resource for making contextualized meanings, while also examining ways to integrate insights from SLA. Staging, spiraling, and recycling of grammar will also be addressed.
Scott Windham, Elon University
Marianna Ryshina-Pankova, Georgetown University
Eckhard Kuhn-Osius, Hunter College, CUNY
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