Grammatical terminology in resources for supporting English language learners: What do New Zealand mainstream primary teachers need to know?

Edwards, Susan (2014) Grammatical terminology in resources for supporting English language learners: What do New Zealand mainstream primary teachers need to know? TESOLANZ Journal, 22 . ISSN 1172-9694 (In Press)

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Abstract or Summary

The literature surrounding teacher knowledge endorses the importance of English language and mainstream teachers’ grammatical knowledge. In New Zealand primary schools, documents produced for teacher support of English language learners (ELLs) require grammatical knowledge, as they contain a considerable amount of grammatical terminology. The study reported below examined three documents: The English Language Learning Progressions (ELLP) (2008), the English Language Intensive Programme (ELIP) (2008), and Supporting English Language Learning in Primary School (SELLIPS) (2009). The aim of the study was to classify and analyse grammatical terminology in these documents, to indicate teacher grammatical knowledge required to utilise the documents effectively. The findings reveal the amount, type, and density of grammatical terminology in the documents, the number and type of different grammatical terms and the most frequently occurring terms. Further, unexpected, findings were obtained regarding information for teachers in the documents about grammatical terms.

Item Type:Journal article
Keywords that describe the item:grammar; grammatical terminology; mainstream teachers; English language learners
Subjects:L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:Schools > School of Education
ID Code:3735
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Deposited On:19 May 2015 21:38
Last Modified:06 Apr 2017 04:40

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