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The Grammar Dilemma

Teaching the young minds of the future generation is a huge responsibility that cannot be

taken lightly. Teaching students how to properly write is one of the single most important crafts

to master because students will use the skill of writing for the rest of their lives. The problem

arises because the teaching of grammar is essential to the writing process, yet there is much

debate over how it is to be taught. Teaching grammar allows students’ writing to be easier and

more desirable to read. It also engages students in their own reading and writing. Teaching

grammar not only benefits the students’ writing, but also the students’ speaking and oral

communication skills. Although it is a controversial topic today, grammar should be continued

to be taught in schools. When educators do not teach grammar, they stifle creativity and limit

possibilities for many children (Adoniou, 2019). Without direct instruction in grammar, students

are left to fall back on what they intuitively know about language, and as a consequence they

simply write the way they speak. Since grammar is complicated, there are thousands of different

rules to be learned and often times students can become easily overwhelmed. Subsequently,

there are many different approaches to teaching grammar and there is serious debate about the

most effective way of teaching it. Some approaches are much more beneficial to student

learning development than others. According to the research, grammar instruction in context

positively affects learners’ ability to use grammatical structures accurately in language skills. It

is always useful for students to see how language works in sentences or paragraphs, therefore,

teaching grammar in context will give students opportunities to see how grammatical structures

function in real world examples. Teaching grammar in context also aids learners in obtaining the
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language skills which will promote their understanding of proper usage. Effective teachers know

how to teach grammar in a way that motivates and engages their students.

In recent years, language learning has developed with little to no attention toward proper

grammar and younger generations have grown accustomed to speaking in “slang.” Due to a

Whole Language approach in recent years, rather than focusing on the structure of sentences,

teachers are more concerned with language fluency, which is rooted from a communicative

language teaching approach rather than a traditional syntactical approach (Frederick, 2015). This

lack of grammar teaching stems from an era of technology which impacts this generation to drift

away from formal communication methods, such as writing. Nevertheless, grammar instruction

should not be ignored. Krahnke suggests that much of the effort spent arguing against the

teaching of grammar might be better spent on convincing true believers in grammar instruction

that grammar has a newly defined but useful role to play in language teaching and in showing

them what it is (Mart, 2013). In the end, for better language skills, grammar still plays a

significant role.

“Language dresses an individual’s thoughts.” This quote from I. A. Richards stresses the

importance of grammar within the context of writing. Essentially, writing simply would not be

writing without the rules that form words and connect sentences together into smooth, fluid

paragraphs and comprehensible arguments. These rules are used every day when sending

emails, writing essays, or even updating a Facebook status. Although writing is common in our

everyday lives, proper grammar has been neglected lately. Many professionals believe the

informality of new technologies and the changing modes of communication have weakened the

emphasis on proper grammar (Frederick, 2015). To be a successful language user, learners

should study grammar because these essential skills will help students to organize words and
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messages ensuring their meaningfulness. Educational theorist, Ann Bertoff states to include

meaning making activities into the classroom as much as possible. An “active mind” makes

meaning through many methods of communication. She says, “As “active minds”, students

create and form meaning on the basis of past experiences, images, beliefs, and perceptions”.

Once meaning is brought into the classroom, students will better understand the “why” of their

learning. Finding the meaning is like finally finding the hidden treasure.

Ann Bertoff elaborates on this concept by saying, “It is the duty of the writing instructor

to help them make this connection, to help them understand the value of chaos as a creative,

formative matter from which they can mold meaning. It is the responsibility of the teacher to

return language to students and allow them the freedom and safety to discover what it can do,

how they can use it.” Students must be allowed to play and experiment with language within the

chaos, shape and reshape it, start and restart it. Only in this way can they familiarize themselves

and grow comfortable with the subjective natures and ambiguities of language, the importance of

context and perspective in meaning. The aim is to teach them to “think about thinking” and

return again and again to ideas in order to “interpret interpretations,” thus driving home the

inherently social nature of writing as a means through which to reach others and create

community (Weaver). Ultimately, humans are naturally “language animals.” They live for

language and regularly take part in linguistic activities any time their minds operate. Chaos is a

priceless tool in providing students the strategies for tapping into their natural imagination.

Knowing more about grammar will empower students to build better sentences both in

speaking and writing. Having a firm foundational knowledge of grammar helps learners to make

sentences coherent. Improper grammar usage will not convey meaningful messages and might

even convey the wrong message. “Bad grammar is like a bump in the road, it jars the reader
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from the text.” The following are frequent grammar errors students make: students confuse lie

and lay, do not choose who and whom correctly, say infer instead of imply, mismatch subjects

and verbs, mix up pronoun reference, and use double negatives. These mistakes are evidence of

their need to study grammar (Mart, 2013). Mina Shaughnessy, educational theorist says that

when teachers find errors in student writing, they should look for patterns. By finding these

patterns, the student can become more aware of these errors and the tendencies they have. In the

end, they can revise and become better writers.

The most widely practiced traditional approach to grammatical instruction has been

portrayed as the three Ps- present, practice, produce (Mart, 2013). Some criticize the three Ps

approach, stating that it has some disadvantages. One of the downfalls of this approach is that

students fail to apply their knowledge of grammar when they are communicating. Of course,

tudents know the grammar rules, but not how to apply them in communication. Hence,

application is key. Truth be told, students can have all the knowledge in the world, but without

the application, it means nothing. The application is truly putting the knowledge into action. In

the three Ps approach, students are unable to use the grammar rules in speech; therefore, they do

not understand how grammar rules work in a sentence. Learning grammar in context will allow

learners to see how rules can be used in sentences, which is essential to their academic

development. In an article by Paul Doniger, he states that sentences are the building blocks.

Because language is context sensitive, without context, it is almost impossible to understand

what is intended.

"The teacher's main job when teaching grammar is to show the students what the

language means and how it is used; and also, to show them what the grammatical form of the

new language is and how it is said and written" (Mart, 2013). Teaching grammar in context will
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give learners an opportunity to understand how language works leading to better communication

skills. Having great communication skills, opens so many more pathways to future success.

Communication is how friends are made, problems are solved, job interviews are held, and

wedding toasts are made. Obviously, communication is critical. Context gives a more accurate

and precise understanding of how to use the grammar. Research shows that teaching grammar in

isolation from reading and writing does not work, studying grammar in isolation does not help

students avoid errors in their writing. The best grammar instruction includes extensive reading

and writing. Effective teachers will read aloud to their classes frequently to allow students to

hear and see what is proper and incorporate it into their own writing. Students are never too old

to be read aloud to. This means that teachers should be providing ample opportunities for their

students to read and write in the classroom. The writing process itself teaches grammar. As

students proofread, edit and revise their own work, they inductively learn about the proper use of

grammar.

Presenting grammar in isolated sentences will not allow students to see how grammatical

structures function in sentences. Context-based instruction has always been useful for learners.

Students need to learn language in logical contexts, either through authentic discourse or

sentences that follow in a logical sequence (Mart, 2013). This allows the reader to fully

comprehend the text, analyze the structure of the sentences, and look more closely into the

grammatical structure of it all. Educator and author on teaching English, Rei R. Noguchi, says,

“We need to teach not so much rules of grammar, but principles of writing.” Students explore

language through writing, and the only way to get better at language is to write. Teachers should

provide their students with numerous opportunities for personal writing where they can explore

the language and truly come to appreciate it. Along with personal writing, students should self-
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assess their own writing, they learn grammar by carefully examining their writing and

identifying errors. They need opportunities to read their own work out loud. Students can read

to each other; effective writing goes beyond being a solo act and should become a social activity

through collaborating. They can also read their own work quietly to themselves so they can hear

and identify their own mistakes. By reading their own work, they can inductively learn grammar

rules.

Inductive reasoning is a bottom up approach, moving from something specific to

something general. In this case, it involves the learners detecting or noticing patterns and the

students work out the “rule” for themselves. This approach enables students to think critically

and enhances their motivation since they are learning for themselves. Because this approach is

learner centered, the students are much more active in their learning. This approach places an

account of responsibility on the students since they oversee their own learning. As well as

teaching grammar through writing, it can be taught through literature. By reading literature,

students can visually experience the control and the grace that the author demonstrates with his

or her unique style of writing using the proper grammar techniques. One of the best and most

beneficial ways to teach grammar is through exemplary literature. This is where grammar is

real, where grammar comes to life. Through reading literature, students come to understand the

ways in which writers can play with language to achieve multiple intentions. In great writing,

students can observe how the author uses their language knowledge and how they organize their

words and sentences to make the audience notice, feel, see or imagine something. Teachers

should use literature to teach grammar within the context of writing. Students can analyze the

sentence structure of authors and learn how to properly use words and punctuation. Many

students, especially once they hit middle school, have a favorite author. Since these students
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probably read a lot more of that particular authors works, they will pick up on their style of

writing. Students can then mimic and copy that style of an author they admire thus improving

their own writing.

“Teaching grammar in context provides a meaningful framework that connects to reality

in the targeted language” (Mart, 2013). Connecting to reality, connecting to the real world,

connecting to the students’ lives, all brings meaning into the students learning which ultimately

leads to their enthusiasm to learn. When teachers connect and relate what they teach to their

students, the students are more willing to pay attention and focus because it applies to their life.

Nunan stresses the advantage of teaching grammar in context and claims it is “An approach

through which learners can learn how to form structures correctly, and how to use them to

communicate meaning. If learners are not given opportunities to explore grammar in context, it

will be difficult for them to see how and why alternative forms exist to express different

communicative meanings.” Context-based teaching will help learners develop and learn how

grammar structures function in context that will give them an opportunity to grow and deepen

their comprehension of the grammar rules. The key to increased understanding is providing a

context for the facts and the rules. The context becomes the glue to increase the stickiness, the

longevity of long-term memory of those facts and rules. This is especially true for abstract

concepts such as grammar rules. These concepts need something concrete with which to attach

(Gerstein). The goal of educators should be to increase authenticity which leads to more

contextual learning.

Another advantage of teaching grammar within the context of reading and writing is that

students are exposed to the target language in an authentic setting, they see or hear the target

language before having to focus on it (Mart, 2013). Using dialogues is an effective way of
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teaching grammar because dialogue matches the learners ‘expectations of how language is used

in the real world. People primarily use language to talk to each other (dialogue)

Grammar instruction has always been a tedious and difficult aspect of language

instruction. Teaching grammar in context will help learners perceive the structures of the

language effectively. If learners are given grammatical structures in context, they will be able to

master the content better. Thus, teaching grammar in context will help learners to acquire new

grammar structures and forms. Additionally, learners will use grammatical conventions more

effectively in communication if they learn them in context. All students need is guidance in

understanding and applying those aspects of grammar that are most relevant to their own writing.

Teaching Grammar in Context suggestions that teachers incorporate a minimum of grammar for

maximum benefits. Very often, this can be done in the form of a “mini-lesson” as during

Writer’s Workshop. In this way, the teacher presents lessons on topics that she notices her

students most need based on the actual writing that they are doing. The kinds of grammar

lessons recommended in Teaching Grammar in Context are those where grammatical terms are

used casually, in the course of discussing literature and students’ writing; inductive lessons

where students may be guided to notice grammatical patterns and derive generalizations

themselves; teaching grammatical points in the process of conferring with students about their

writing; mini lessons, which present new and useful information in a brief format; and extended

mini lessons, which typically involve students in trying out or applying the concept, briefly and

collaboratively, in order to promote greater understanding (Weaver). This in essence is a true

Writer’s Workshop where both student and teacher explore and learn together with the support of

each other - what real writer’s do!

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Teaching Implications

Writing is an essential craft that all students need to feel confident in. Writing is a

necessary skill of life, used when typing an email, writing an essay and applying for a job. When

I have my own classroom and my own students, I will be sure that they have a good foundation

in writing and grammar. Reflecting on my elementary and middle school years, I was taught

grammar well, but often, it was in isolation. I can remember having explicit grammar instruction

almost everyday focusing on a new topic or diving deeper into a precious concept already

learned. My teacher would present a PowerPoint with the topic we were learning, and we would

take notes at our desk. We would memorize the grammatical rules for the test, but were never

able to apply them in real life situations, such as our own writing. Many times, we would work

through examples in the textbook and complete packets and worksheets, never seeing the

meaning of our learning.

Through my research of the inductive approach to teaching grammar, I see many

benefits. Growing up, I wish my teachers would have mixed it up instead of always just using

the deductive approach, having the students learn the rule and then practice on a whole bunch of

sentences. This process was not just repetitive and boring, but a turnoff to Language Arts for

many students. Allowing students to search and find a pattern or “rule” on their own, empowers

them to take responsibility for their own learning. When I teach grammar to my future students,

I want to incorporate both strategies into my classroom. Mixing up my instructional style, will

keep my students on their toes. Teaching grammar within the context of reading and writing is

also something that I want to incorporate into my classroom. Throughout my middle school

years, we would sometimes peer edit or peer revise a friends paper or essay before the final
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product was turned in, but this was never with the intent of learning grammar. I look forward to

incorporating this comprehensive approach in my own classroom one day.

In conclusion, I want to give my students daily opportunities to write in my future

classroom. By writing daily, students not only grow in their writing and communication skills,

but they also can learn and pick up on different grammatical techniques. The cliché “practice

makes perfect”, is really true. The only way for students to become masters of any particular

craft is by practicing. If teachers want their students to use better sentence structure, they need to

allow them time to practice and experiment with it. However, I also want to teach grammar

through reading. I have a fond memory, even in eighth grade, of my favorite teacher who would

read to us. It was not until I learned and researched about teaching grammar within the context

of reading and writing that I was aware that she was using mentor texts to show her students

examples of professional writing. She read aloud and as the students followed, not just for their

enjoyment, but so they could see on the page and hear the proper use of language. In this way,

teaching grammar through reading benefits the students because they can mimic the styles of

their favorite authors.

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Works Cited

Frederick, N. (2015). The Professional Importance of Grammar and How it Should be

Taught. Retrieved from http://pitjournal.unc.edu/article/professional-importance-grammar-and-
how-it-should-be-taught

Mart, Ç. (2013). Teaching Grammar in Context: Why and How? [Scholarly project].

Gerstein, J. (2017, December 01). Teaching Grammar-In-Context. Retrieved from

https://usergeneratededucation.wordpress.com/2016/10/14/teaching-grammar-in-context/

Misty Adoniou Senior Lecturer in Language. (2019, March 19). Grammar matters and
should be taught – differently. Retrieved from http://theconversation.com/grammar-matters-and-
should-be-taught-differently-25604

Weaver, C. (n.d.). Teaching Grammar in the Context of Writing. Retrieved from JSTOR.

What Works in Teaching Grammar. (2017, November 08). Retrieved from

https://education.cu-portland.edu/blog/classroom-resources/teaching-grammar-what-works-and-
what-doesnt/