Grammar refers to the way words function in fragments and sentences. According to Curzan and Adams, "Syntax describes: (1) the systematic ways in which words are combined.... to create well-formed phrases, clauses, and sentences"... and "combine to create more complex sentences" (p. 130). It is important for ELL students to be able to classify words into the parts of speech categories to be able to analyze sentences. But how much emphasis should be placed on grammar syntax in the ELL classroom?
ELL Student Grammar and Syntax Considerations
Grammar and syntax are important part of language instruction. Often ELL instructors swing too far on the grammar pendulum, by emphasizing grammar too much or not at all. Where should an ELL instructor begin? A good place to start is to observe your students' pattern of speech and writing. What are common errors? Certainly, some important parts of grammar instruction that come up often in my classroom are past tense verbs, auxilary verbs, and modals.
Although English has five verb forms, English formally only has two tenses, past and present, as marked by inflectional endings (Curzan & Adams, p. 136). Many ELLs speak entirely in the present, rather than using the past endings. This is an accepted way of speaking in many communities, but in the academic world, past tense should be used. Teachers should include at least some past tense instruction in their classroom.
Auxilary verbs are often dropped out of use by ELL students, as well. Other languages such as Spanish do not use auxilary verbs in manner. When asking questions, for example, the modals "do", "should", "could", " would" often confuse and escape ELLs.
ELL Student Grammar and Syntax Considerations
Grammar and syntax are important part of language instruction. Often ELL instructors swing too far on the grammar pendulum, by emphasizing grammar too much or not at all. Where should an ELL instructor begin? A good place to start is to observe your students' pattern of speech and writing. What are common errors? Certainly, some important parts of grammar instruction that come up often in my classroom are past tense verbs, auxilary verbs, and modals.
Although English has five verb forms, English formally only has two tenses, past and present, as marked by inflectional endings (Curzan & Adams, p. 136). Many ELLs speak entirely in the present, rather than using the past endings. This is an accepted way of speaking in many communities, but in the academic world, past tense should be used. Teachers should include at least some past tense instruction in their classroom.
Auxilary verbs are often dropped out of use by ELL students, as well. Other languages such as Spanish do not use auxilary verbs in manner. When asking questions, for example, the modals "do", "should", "could", " would" often confuse and escape ELLs.
Strategies and Resources |
ELL teachers should give students feedback on their grammar, but should also be careful not to overwhelm them with grammatical corrections. Corrections should be limited and prioritize the most glaring errors. Dialogue journals are an interesting way to help students develop their writing and improve grammar. When responding to different journal entries, the teacher can rewrite the grammatically incorrect sentence For example, if the student writes, Yesterday I go to the movies. The teacher can respond back, That's nice that you went to the movies. What movie did you see?
Another strategy is the morning warm-up correction. The teacher writes up various student sentences (without the names) with grammatical errors. Students practice identifying and correctly their own writing. With advanced students, grammar " rants" are an engaging way for students to examine the concept of grammatical "correctness". This strategy is described in Language in the Schools: Integrating Linguistic Knowledge into K-12 Teaching . "There are many, many published examples of what we call 'grammar rants': highly dramatic, passionately written etxts that present students tih the perfect opportunity to critically analyze notions of 'correctness'"(p. 194). |
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