Grammar Revolution
In this
blog entry I will discuss my viewpoints about the movie "Grammar
Revolution”, and also explain the terms descriptive and prescriptive grammar
that are discussed in the movie.
Descriptive grammar does not deal what is good
or bad language use, but they are instead curious about how the language is
used. Descriptivist are interested in the subconscious rules in grammar and its
use. Prescriptive grammar refers to the language how it should be used. It
follows a set of rules that determine if the language is “correct” or “incorrect”.
One of the arguments in the movie that are
against teaching grammar is that grammar hurts the self-esteem of the students
that practice it. In that way it makes the students feel self-conscious about
their own grammar. Another viewpoint discussed in the movie is the fact that
grammar can be discriminating against the people that does not follow the “correct”
way of using the language. For example in the way some dialects can be perceived
as a bad way of using the language. Explicit grammar instruction has faded away
from the schools in the U.S. because educators fear it will hinder the self-expressions
of the kids. Especially the “dreaded red pen” as described in the movie.
According to the movie one of the pros of teaching
grammars is that it is helpful to have a normative standard that we all agree
upon. This standard makes it so that when we write an email or a text message,
we are universally understood. Teaching
grammar also gives kids a conceptual vocabulary to talk about the language
itself. It empowers the students, and they express themselves better when they
know the means to do so. The grammatical understanding gives students’ confidence
in their own writing.
My own opinion about grammar teaching are
divided, I feel that there is absolutely a chance that students will feel
self-conscious about their grammar. This could lead to students feeling
negative about the English language and their own writing. It becomes a problem
if students are afraid of writing because they don’t want to make a grammatical
mistake. At the same time I think that
we need some guidelines to define what the correct way of using a language is.
These guidelines makes it easier to make our writing understood. I don’t feel that I have to choose one or the
other, but instead be aware of how I am teaching my students grammar. And try
to be the guide on the side, and not the sage on the stage, as described in the
movie.
You made a valid point about not having to choose one or the other, instead be aware of how you’re teaching your students grammar. I didn’t consider the possibility of that. I also agree with the guidelines, we need some guidelines to the language we’re going to be teaching.
SvarSlettHi Marius.
SvarSlettI think that the word "guidelines", instead of the word "instructions", is a very nice word in this context. It really helps bring out your point, that grammar is a mean to be a more secure user of the English language, grammar is not the goal itself. I think it is important to keep that in mind when choosing how to teach grammar.
Hi Marius.
SvarSlettI think that the word "guidelines", instead of the word "instructions", is a very nice word in this context. It really helps bring out your point, that grammar is a mean to be a more secure user of the English language, grammar is not the goal itself. I think it is important to keep that in mind when choosing how to teach grammar.
I agree that there should be guidelines, and I think that there are guidelines in most schools today when it comes to teaching English. I agree on the point on being divided, but teaching children in Norway explicit grammar before they master the language probably would not help in motivating pupils to learn English.
SvarSlettYes, very good point about having a guideline for pupils to follow, rather than imposing rules on them that define what is correct or incorrect. I think Susanne also makes a very good point about grammar not being a goal itself but it should be a means to achieve effective communication. You mention that correcting grammar in pupils' writing may hamper their joy of learning English. What if we try to make them understand making a mistake is not a bad thing but is a natural part of developing their language skills. We may be able to find a way to give corrective feedback without necessarily damaging their self-esteem?
SvarSlett