Over 60 years of conflicting messaging about the usefulness and impact of grammar on writing has guided instructional practice in K-12 classrooms across the country. In Florida, like many other states, reading scores have continued to decline despite multiple efforts to identify the root causes of learning deficiencies. Even though research…

Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language…

The Common Core State Standards for English Language Arts and Literacy (CCSS-ELA) were adopted by approximately forty states (though in some cases, with significant revisions). However, researchers are still trying to understand how teachers are implementing the CCSS-ELA at the ground level--that is, in actual ELA classrooms. The CCSS-ELA call for…

Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized…

If you're tired of repeating yourself to students who aren't listening, try a little less talk and a lot more action. The authors follow the best-selling "Teaching the Male Brain and Teaching the Female Brain" with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active,…

The 2001 reauthorization of the "Elementary and Secondary Education Act (ESEA)," represented a turning point in federal policy for the education of English Learners (ELs) in U.S. public schools. At the center of the changes in the 2001 reauthorization of the "ESEA" lie the English language proficiency (ELP) standards. These ELP…

Attempts to bring some clarity to an understanding of the common attitudes that this culture holds about language and grammar standards. Notes that understanding language attitudes can help language arts teachers know where they themselves stand and how they can address negative or harmful attitudes in the educational setting. (SG)

Describes ERIC as an up-to-date database that has relatively few items that center on conventions and mechanics, and yet there are hundreds of citations including ERIC descriptors such as spelling, grammar, and syntax. Presents a seven-item annotated bibliography of journal articles and books (published in ERIC between 1991 and 1993). (PA)

Discusses the logic, elegance, and history of using they, them, and their as singular indefinite pronouns. Notes that, as a solution to the pronoun problem, the strength of this solution is its vagueness. Offers numerous real-life examples from publications or broadcasts and lists why it is counterproductive for English teachers to exclude this…

Suggests methods for promoting competency and growth in composition. (RB)

Reviews three computer software programs for classroom use: Muppet Word Book, for children three to six; Dragon Game Series, on parts of speech, for students in grades four through high school; and Chemistry Achievement I, for students who are 16 to 18 years old, or in grades 10 to 12. (BB)

Grammar study needs to be functional. Learners need to have a sense of how knowledge of grammar can help them communicate more effectively, both orally and in writing. The focus of grammar instruction is shifting from repetition and rote drills, memorizing parts of speech, and diagramming to develop an awareness of language in general and how it…

Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Responds to a critique by Susan S. Goldsmith of the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts tests, focusing on Goldsmith's critique of test development, uniform topic focus, use of open-response items, and lack of explicit testing in vocabulary and grammar. Goldsmith replies to the response, highlighting needed…

Notes and discusses resources on the World Wide Web that deal with grammar and that may be useful to teachers. Lists traditional grammar websites, including online handbooks and style guides, but warns that the isolated teaching of grammar has little impact on student writing. Concludes that websites are needed that actually show teachers how to…