Research on grammar teaching

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Anna Camps: Barcelona

  • Camps, Anna. 2000. Learning grammar. [= Aprendre grama`tica, in A. Camps and M. Ferrer (eds.) Grama`tica a l’aula. 2000]. In Anna Camps & Xavier Fontich (eds.), Research and teaching at the intersection., 233–252.
  • Camps, Anna. 2020a. Metalinguistic activity and learning grammar: Towards a teaching model based on reflexive activity. [Actividad metalingu”istica y aprendizaje de la gramática: Hacia un modelo de ensen~anza basado en la actividad reflexiva. Cultura y Educación 21, 199-213]. In Anna Camps & Xavier Fontich (eds.), Research and teaching at the intersection. Brussels: Peter Lang.
  • Camps, Anna. 2020b. Research on language pedagogy at the crossroads of many paths [La investgación en didáctica de la lengua en la encrujada de muchos caminos. Revista Iberoamericana de Educación 59, 23-41, 2012]. In Anna Camps & Xavier Fontich (eds.), Research and Teaching at the Intersection, 541–556. Brussels: Peter Lang.
  • Camps, Anna. 2020c. The teaching of grammar. [L’ensenyament de la grama`tica. In A. Camps and T.Colomer (eds.) L’ensenyament i l’aprenentatge de la llengua i la literatura en l’educació secunda`ria, 105-126, 1998]. In Research and teaching at the intersection, 311–336. Brussels: Peter Lang.
  • Camps, Anna & Xavier Fontich. 2019a. Metalinguistic activity straddling writing and grammar Anna Camps Xavier Fontich.
  • Camps, Anna & Xavier Fontich. 2019b. Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study. L1 Educational Studies in Language and Literature 19. 1–36. https://doi.org/10.17239/L1ESLL-2019.19.02.02.
  • Camps, Anna & Xavier Fontich. 2020a. Postface. In Anna Camps & Xavier Fontich (eds.), Research and Teaching at the Intersection, 611–618. Brussels: Peter Lang.
  • Camps, Anna & Xavier Fontich (eds.). 2020b. Research and Teaching at the Intersection. Navigating the territory of grammar and writing in the context of metalinguistic activity. Brussels: Peter Lang.
  • Camps, Anna & Xavier Fontich. 2020c. The construction of secondary students’ grammatical knowledge through research and reason: the use of the pronoun “hi” is spoken Catalan. [La construcció del coneixement gramatical dels alumnes de secunda`ria a través de la recerca i el raonament: L’ús del pronom “hi” en el catala` oral. Articles de didáctica de la llengua i de la literatura, 31, 99-110. 2003.]. In Anna Camps & Xavier Fontich (eds.), Research and teaching at the interface. Brussels: Peter Lang.
  • Camps, Anna & Marta Milian. 2020. Metalinguistic activity in learning to write. (Reprinted from Camps & Milian 2000, Metalinguistic Activity in Learning to Write, 1-28.). In Anna Camps & Xavier Fontich (eds.), Research and Teaching at the Intersection, 185–202. Brussels: Peter Lang.
  • Fontich, Xavier. 2020. The verb, centre of the sentence: Students classify verbs by considering verbal complements. [Le verbe, centre de la phrase: Les étudiants classent des verbes en prenant compte des compléments verbaux. In c. Comila and D. Ulma (eds.) Le Verbe en toute complexité: acquisition, transversalité et apprentissage. In Anna Camps & Xavier Fontich (eds.), Research and teaching at the intersection, 433–448. Brussels: Peter Lang.
  • Fontich, Xavier & Anna Camps. 2014. Towards a rationale for research into grammar teaching in schools. Research Papers in Education 29(5). 598–625.

Debra Myhill: Exeter

  • Myhill, Debra. 2011. Grammar for designers: how grammar supports the development of writing. In Sue Ellis & Elspeth McCartney (eds.), Applied Linguistics and Primary School Teaching, 81–92. Cambridge: Cambridge University Press.
  • Myhill, Debra. 2018. Grammar as a meaning-making resource for language development. L1-Educational Studies in Language and Literature 18. 1–21. https://doi.org/10.17239/L1ESLL-2018.18.04.04.
  • Myhill, Debra. 2019. Linguistic choice as empowerment. Teaching rhetorical decision-making in writing. Utbildning & Demokrati 28. 55–75.
  • Myhill, Debra. 2021. Grammar re-imagined: foregrounding understanding of language choice in writing. English in Education. https://doi.org/10.1080/04250494.2021.1885975.
  • Myhill, Debra, Honglin Chen, Debra Myhill & Helen Lewis. 2020. Wordsmiths and sentence-shapers. Linguistic and metalinguistic development in secondary writers. In Developing Writers Across the Primary and Secondary Years. Growing into Writing. London: Routledge.
  • Myhill, Debra, Ros Fisher, Susan Jones, Helen Lines & Alun Hicks. 2008. Effective ways of teaching complex expression in writing. A literature review of evidence from the secondary school phase (DCSF RR032). London: Department for Children, Schools and Families.
  • Myhill, Debra & Susan Jones. 2006. Patterns and processes. The linguistic characteristics and composing processes of secondary school writers. Technical report to ESRC on project RES-000-23-0208.
  • Myhill, Debra & Susan Jones. 2014. Language as putty: framing a relationship between grammar and writing. In Andrew Goodwin, Louann Reid & Cal Durrant (eds.), International Perspectives on Teaching English in a Globalised World, 144–155. London: Routledge.
  • Myhill, Debra, Susan Jones & Helen Lines. 2013. The impact of embedded grammar on weak writers in Year 8. Centre for Research in Writing, Exeter University.
  • Myhill, Debra, Susan Jones, Helen Lines & Annabel Watson. 2012. Re-Thinking Grammar: the Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding. Research Papers in Education 27. 139–166.
  • Myhill, Debra, Susan Jones & Annabel Watson. 2013. Grammar Matters: How Teachers’ Grammatical Subject Knowledge Impacts on the Teaching of Writing. Teaching and Teacher Education 36. 77–91.
  • Myhill, Debra, Susan Jones, Annabel Watson & Helen Lines. 2013. Playful Explicitness with Grammar:  A Pedagogy for Writing. Literacy 47. 103–111.
  • Myhill, Debra, Susan Jones, Annabel Watson & Helen Lines. 2016. Essential Primary Grammar. Open University Press.
  • Myhill, Debra, Helen Lines & Annabel Watson. 2011. Making meaning with grammar: a repertoire of possibilities. mETAphor 2. 1–10.
  • Myhill, Debra & Ruth Newman. 2019a. Writing Talk – Developing metalinguistic understanding through dialogic teaching. In Neil Mercer, R Wegerif & L Major (eds.), International Handbook of Research on Dialogic Education., 360–372. Routledge.
  • Myhill, Debra & Ruth Newman. 2019b. Writing Talk – Developing metalinguistic understanding through dialogic teaching. In Neil Mercer, R Wegerif & L Major (eds.), International Handbook of Research on Dialogic Education, 360–372. London: Routledge.
  • Myhill, Debra, Ruth Newman & Annabel Watson. 2019. Going Meta: Dialogic Talk in the Writing Classroom. Australian Journal of Language and Literacy 43. 5–16.
  • Myhill, Debra, Ruth Newman & Annabel Watson. 2020. Going Meta: Dialogic Talk in the Writing Classroom.  43 (1) 5-16. Australian Journal of Language and Literacy 43. 5–16.
  • Myhill, Debra & Annabel Watson. 2014. The Role of Grammar in the Writing Curriculum: A Review. Child Language Teaching and Therapy 30. 41–62. https://doi.org/10.1177/0265659013514070.
  • Myhill, Debra, Annabel Watson & Ruth Newman. 2020. Thinking differently about grammar and metalinguistic understanding in writing Debra Myhill, Annabel Watson, Ruth Newman. Bellaterra Journal of Teaching & Learning Language & Literature 13. https://revistes.uab.cat/jtl3/article/view/v13-n2-myhill-watson-newman.
  • Myhill, Debra & A Wilson. 2013. Playing it safe: Teachers’ views of creativity in poetry writing. Thinking Skills and Creativity 10. 101–111.

Jimmy van Rijt: Tilburg

  • Rijt, Jimmy H.M. van, Astrid Wijnands & Peter-Arno J.M. Coppen. 2019. How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems. Language and Education 1–18. https://doi.org/10.1080/09500782.2019.1690503.
  • Rijt, Jimmy van, Arina Banga & Martijn Goudbeek. 2023. Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar. Applied Linguistics. https://doi.org/10.1093/applin/amad011.
  • Rijt, Jimmy van & Peter-Arno Coppen. 2017. Bridging the gap between linguistic theory and L1 grammar education – experts’ views on essential linguistic concepts. Language Awareness. Routledge 26(4). 360–380. https://doi.org/10.1080/09658416.2017.1410552.
  • Rijt, Jimmy van & Peter-Arno Coppen. 2021. The conceptual importance of grammar. Knowledge-related rationales for grammar teaching. Pedagogical Linguistics 2. 175–199.
  • Rijt, Jimmy van, Peter de Swart & Peter-Arno Coppen. 2018. Linguistic concepts in L1 grammar education: a systematic literature review. Research Papers in Education. https://doi.org/DOI: 10.1080/02671522.2018.1493742.
  • Rijt, Jimmy van, Peter de Swart, Astrid Wijnands & Peter-Arno Coppen. 2019. When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education. Linguistics and Education 52. 78–88.
  • Rijt, Jimmy van, A Wijnands & P-A Coppen. 2019. Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching. Contribution to a special issue What is Grammar in L1 Education Today? (Ed.) Kaisu Rättyä, Elżbieta Awramiuk & Xavier Fontich. L1-Educational Studies in Language and Literature 19. 1–28. https://doi.org/10.17239/L1ESLL-2019.19.02.03.
  • Van Rijt, Jimmy, Debra Myhill, Sven De Maeyer & Peter-Arno Coppen. 2022. Linguistic metaconcepts can improve grammatical understanding in L1 education:  evidence from a Dutch quasi-experimental study. PloS one 17(2). e0263123. https://doi.org/10.1371/journal.pone.0263123.
 

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