Grammar’s journey: Teacherly reflections from Linda-Dianne Willis & Beryl Exley
Willis, Linda-Dianne & Exley, Beryl (2015) Grammar’s journey: Teacherly reflections from Linda-Dianne Willis & Beryl Exley. Practical Literacy: the Early and Primary Years, 20(3), pp. 29-32.
As we come to celebrate the twentieth year of ALEA’s practically orientated journal, we offer teacherly reflections on grammar’s journey, both in terms of content and pedagogical practice. Having both been educated in Queensland across a comparable time period, our teaching careers have been influenced by similar curricula and policy documents. It is perhaps not surprising that our careers have taken similar, even intersecting, paths. Through metalogue (written conversation), our individual and common experiences are revealed which may resonate with the experiences of some readers or, in contrast, serve to explain why readers’ experiences may be somewhat different. Yet, it is hoped that our exchange may generate fertile professional discussions about the affordances and challenges of grammar teaching and learning to successfully negotiate the journey ahead.
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|Item Type:||Journal Article|
|Keywords:||grammar, content, pedagogy, curriculum, functional grammar|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2015 Australian Literacy Educators' Association|
|Deposited On:||15 Dec 2015 23:26|
|Last Modified:||17 Dec 2015 07:13|
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