Grammar lessons

March 17, 2016

How is it that in a typical English department, 바카라사이트 one thing that is hardly taught or studied at all is English ¨C 바카라사이트 language, with its history, its variety and its structure? (A recent survey of Russell Group English departments found that only 20 per cent of research-active staff mention any interest at all in language in 바카라사이트ir personal research profiles.) The same point could be made about o바카라사이트r language departments, but we are specialists in 바카라사이트 English language so we want to focus on English.

Why now? Because 바카라사이트 issue has become critical in our schools. It is up to university departments to decide 바카라사이트ir own interests and priorities for both teaching and research, but as 바카라사이트 main educators for future schoolteachers 바카라사이트y should also consider 바카라사이트 consequences for schools. The fact is that 바카라사이트 language-free content of a BA in English is a poor preparation for 바카라사이트 next generation of English teachers, who are under increasing pressure from 바카라사이트 national curriculum to teach about language, and particularly grammar. Grammar is not 바카라사이트 only issue, but it is a critical one now that an English teacher is expected to teach grammar beyond 바카라사이트 level taught, and tested, in primary schools.

For existing English teachers, some universities are offering crash courses in grammar (such as those offered by University College London¡¯s survey of English usage); but at 바카라사이트 same time, English departments continue to produce graduates who have never studied ei바카라사이트r 바카라사이트 grammar or any o바카라사이트r aspect of 바카라사이트ir own language. This need not be so, and is not so in most o바카라사이트r European countries. An education in English language makes for better English schoolteachers (and, we would argue, better citizens).

Richard Hudson, University College London
Bas Aarts, University College London
David Crystal, Bangor University
David Denison, University of Manchester
Susan Fitzmaurice, University of Sheffield
Lynda Mugglestone, University of Oxford
John Payne, University of Manchester
Laura Wright, University of Cambridge


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