Craig's and other posts on this topic suggest to me that ATEG should start a campaign called No Teacher Left Behind. Of course, we've been on such a campaign from the start.
-----Original Message-----
From: Assembly for the Teaching of English Grammar on behalf of Stahlke, Herbert F.W.
Sent: Thu 9/15/2005 7:23 AM
To: [log in to unmask]
Cc:
Subject: Re: Article Recommendations--Anything recent about learning vocabulary, grammar, or syntax
There has been a similar debate in Britain, but, as Craig has pointed
out, they have since instituted a much richer English curriculum
involving some serious and well-motivated grammar. Dick Hudson,
ULondon, has some materials on this on his web site.
Herb
________________________________
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Hadley, Tim
Sent: Thursday, September 15, 2005 8:58 AM
To: [log in to unmask]
Subject: Re: Article Recommendations--Anything recent about learning
vocabulary, grammar, or syntax
I'll add my 2 cents of support for the work of Perera, which is very
impressive and has much to offer.
I also think it is highly ironic, if that is the word, that it was
Harris, a Briton, whose 1962 work was the primary original basis that
ignited the anti-grammar movement in the US. But the British never paid
nearly as much attention to Harris as the Americans did, and since then,
as Craig said, the British (and in some ways also other English-speaking
countries), perhaps seeing the damage that has been done in this country
by the anti-grammar views, have moved embraced a much stronger grammar
position, at least in their official curriculum.
I don't know what the view of their university professors is, or if
there is a divide like there is in this country between the "ignorant
public" that believes in the value of grammar and the "enlightened
professorate" that "knows" that it is worthless. That would be an
interesting subject to study-or does anyone know?
Tim
Tim Hadley
Research Assistant, The Graduate School
Ph.D. candidate, Technical Communication and Rhetoric
Texas Tech University
________________________________
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: Thursday, September 15, 2005 8:56 AM
To: [log in to unmask]
Subject: Re: Article Recommendations--Anything recent about learning
vocabulary, grammar, or syntax
Scott,
This isn't "within the past five years", but Cornelia Paraskevas
introduced us to the work of Katherine Perera in her ATEG presentation
this past summer. I haven't had time to do it full justice, but I'm
deeply impressed by "Children's Writing and Reading: Analysing
Classroom Language" (Oxford: Blackwell, 1984). Thanks to the Bullock
report (among others), the official position in England for three
decades has been that some scientifically grounded KNOWLEDGE of lanugage
is an important part of the maturation process, and Perera includes
that. In other words, she not only gives us a sense of when syntactic
forms show up in the repertoire of students, but assumes that the
conscious manipulation of structures for rhetorical effectiveness is an
ultimate goal. This goes against "official" pronouncements this side of
the Atlantic, which seem to say that unconscious knowledge is all that's
necessary (except for minimalist attention for the purpose of reducing
error.) At the moment, we seem to be alone in this anti-grammar
position within the English speaking world. Much is being done in
England and "down under" top reintegvrate grammar along more modern
lines. The progressive notion (U.S.) that scholarship has shown explicit
teaching about grammar is either harmful or a distraction is not shared
by the rest of the civilized world.
Craig
Scott Woods wrote:
I am looking for recent (last five years) articles on how we learn
vocabulary, grammar, or syntax. I am especially interested in articles
which demonstrate or suggest a new way of looking at how we learn these
things. I am also interested in articles which show very solid evidence
confirming something which has been in dispute in these areas. What has
anyone read which made them think differently about how we learn
vocabulary, grammar, or syntax.
Thanks for any help you can give,
Scott W. Woods
[log in to unmask]
________________________________
Yahoo! for Good
Click here to donate <http://store.yahoo.com/redcross-donate3/> to the
Hurricane Katrina relief effort. To join or leave this LISTSERV list,
please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web
interface at: http://listserv.muohio.edu/archives/ateg.html and select
"Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV
list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
