| Title |
|
A grammatics 'good enough' for school English in the 21st century: Four challenges in realising the potential |
|
|
| Publication Date |
|
| Author(s) |
|
| Type of document |
|
| Language |
|
| Entity Type |
|
| Publisher |
|
Australian Literacy Educators' Association (ALEA) |
|
|
| Place of publication |
|
| UNE publication id |
|
| Abstract |
|
In a complex communicational environment and at the dawn of an Australian curriculum, teachers need new kinds of knowledge about language (KAL). Our paper investigates the character of a 'good enough' KAL through 'grammatics' - a metalanguage based on careful study of grammar - a way of thinking with grammar in mind. It identifies four challenges facing any grammatics that is going to be adequate to the discipline: (1) Building a coherent account of KAL for contemporary English; (2) Fashioning a rhetorical grammatics for improving students' compositions; (3) Improving continuity and cumulative learning through the years of schooling; and (4) Developing a grammatics adequate to multimodal communication. Our paper draws on the resources of systemic functional grammatics to explore these challenges and considers the implications for teachers and students. |
|
|
| Link |
|
| Citation |
|
Australian Journal of Language and Literacy, 34(1), p. 9-23 |
|
|
| ISSN |
|
| Start page |
|
| End page |
|