Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5151
Title: Navigational metalanguages for new territory in English: The potential of grammatics
Contributor(s): Macken-Horarik, Mary (author)
Publication Date: 2009
Handle Link: https://hdl.handle.net/1959.11/5151
Abstract: This paper takes up the sea-faring metaphor at the centre of this special edition and asks what kinds of navigational tools (metalanguages) are necessary to steer English through the digital seas of contemporary communication. Much of this territory is yet to be mapped and the disciplinary "boat" is buffeted by contrary winds such as pressures for improved outcomes on the basics and development of 21st-century digital skills. The role of grammar as a navigational aid is complicated by these competing pressures. Alongside developing metalanguages to explore digital literacy practices in Web2, in multimodal texts like picture books, websites and social networking sites, teachers are being asked simultaneously to prepare students for national testing regimes which assess children's abilities to identify the correct verb, to underline the pronouns and to punctuate sentences in language convention tests. What kinds of grammar will enable us to manage such seemingly incongruous purposes? How do we make use of tools to improve students' writing without succumbing to reductionist models of language? What kinds of "stretch" do available grammars need if they are to prove useful as tools in this environment? In this paper, I draw on a range of students' verbal, visual and multimodal texts to investigate the issues facing adaptations of grammatically informed metalanguages in English. I attempt to show how such metalanguages will need to accommodate and account for verbal texts produced by students for assessment and multimodal texts produced by young learners in less formal, even play, situations. Basing my account on Halliday's notion of "grammatics", I argue that any navigational toolkit needs to make space for both convention and innovation, but that this process requires careful thinking, dialogue across different grammars and substantive research into semiosis in school English.
Publication Type: Journal Article
Source of Publication: English Teaching: Practice and Critique, 8(3), p. 55-69
Publisher: University of Waikato
Place of Publication: Hamilton, New Zealand
ISSN: 1175-8708
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=585&p=1
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Appears in Collections:Journal Article
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