A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential

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Macken-Horarik, Mary
Love, Kristina
Unsworth, L.
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2011
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159000 bytes

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In a complex communicational environment and at the dawn of an Australian curriculum, teachers need new kinds of knowledge about language (KAL). Our paper investigates the character of a 'good enough' KAL through 'grammatics' - a metalanguage based on careful study of grammar - a way of thinking with grammar in mind. It identifies four challenges facing any grammatics that is going to be adequate to the discipline: (1) Building a coherent account of KAL for contemporary English; (2) Fashioning a rhetorical grammatics for improving students' compositions; (3) Improving continuity and cumulative learning through the years of schooling; and (4) Developing a grammatics adequate to multimodal communication. Our paper draws on the resources of systemic functional grammatics to explore these challenges and considers the implications for teachers and students.

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Australian Journal of Language and Literacy

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34

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1

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© 2011 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.

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English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

Education Systems

Curriculum and Pedagogy

Specialist Studies in Education

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