Current Research on Grammar Teaching : Plural Perspectives

  1. Reig, Aina 1
  2. Beaumanoir-Secq, Morgane 2
  3. Marcotte, Sylvie 3
  1. 1 Université du Québec en Outaouais
    info

    Université du Québec en Outaouais

    Gatineau, Canadá

    ROR https://ror.org/011pqxa69

  2. 2 Université de Paris
  3. 3 Université du Québec en Outaouais, campus de Saint-Jérôme
Zugehörigkeit anzeigen +
Zeitschrift:
Bellaterra: journal of teaching and learning language and literature

ISSN: 2013-6196

Datum der Publikation: 2020

Titel der Ausgabe: Current Research on Grammar Teaching. Plural Perspectives

Ausgabe: 13

Nummer: 2

Art: Artikel

DOI: 10.5565/REV/JTL3.907 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Bellaterra: journal of teaching and learning language and literature

Ziele für nachhaltige Entwicklung

Zusammenfassung

Grammar teaching is a very dynamic field for academic research and debate internationally. In this Special Issue, we want to echo this dynamism, with contributions by 16 researchers who took part in the III International Congress on Grammar Teaching (Congram19), held at the Autonomous University of Barcelona from January 23 to 25, 2019. The topics explored are diverse (writing, grammatical concepts, terminology, etc.) as well as the adopted perspectives (teacher training, intervention designs, metalinguistic discourse of students, etc.). The reader will find these contributions in two parts: Part 1 in the present issue (13.2) and Part 2 in the next issue of Bellaterra Journal of Teaching & Learning Language & Literature (13.3). We hope that these contributions will enhance a common ground for debate.

Bibliographische Referenzen

  • Boivin, M.C., Fontich, X., Funke, R., García-Folgado, M.-J., & Myhill, D. (2018). Working on grammar at school in L1 education: Empirical research across linguistic regions. Introduction to the special issue. L1-Educational Studies in Language and Literature, 18, 1-6. https://doi.org/10.17239/L1ESLL-2018.18.04.01
  • Camps, A. & Ribas, T. (Eds.) (2017). El verbo y su enseñanza: hacia un modelo de enseñanza de la gramática basado en la actividad reflexiva. Barcelona: Octaedro.
  • Chartrand, S.-G. (2012). Quelles finalités pour l’enseignement grammatical à l’école? Une analyse des points de vue des didacticiens du français depuis 25 ans. Formation et profession, 20(3), 48-59. http://dx.doi.org/10.18162/fp.2012.222
  • Giovanelli, M. & Clayton, D. (Eds.) (2016). Knowing about Language: Linguistics and the Secondary English Classroom. Abingdon: Routledge-NATE.
  • Myhill, D.A. & Newman, R. (2019). Writing Talk: Developing Metalinguistic Understanding through Dialogic Teaching. In N. Mercer, R. Wegerif & L. Mercer (Eds.), Routledge International Handbook of Research on Dialogic Education (pp. 360-372). London: Routledge.
  • Van Rijt, J., Wijnands, A. & Coppen, P.-A. (2019). Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching. Contribution to a special issue What is Grammar in L1 Education Today?, edited by Kaisu Rättyä, Elżbieta Awramiuk, and Xavier Fontich. L1-Educational Studies in Language and Literature, 19, 1-28. https://doi.org/10.17239/L1ESLL-2019.19.02.03
Fuente de los datos: Dialnet