Teach English in Yangting Zhen - Weihai Shi

The Cambridge dictionary states that Grammar by definition is (the study or use of) the rules about how words change their form and combine with other words to make sentences. As we use language as a way to express ideas and thoughts, grammar must therefore be a core component in our ability to communicate effectively both in written and oral forms. As teachers of the English language, a clear, concise, grammar focused curriculum is unmistakably one key element in student language acquisition. Whilst there has been some debate as to the methodology of teaching grammar, studies have shown that approaches that discourage students from using their mother tongue during lessons have a higher student acquisition rate than that of a Grammar Translation Method. Encouraging the use of the target language throughout the learning process allows for higher retainment. As educators, there are a variety of considerations that need to be reflected upon prior to the teaching of English grammar to non-native English speakers. These may include student age, reason for study, prior knowledge, disabilities etc. Gathering relevant information prior to teaching is vital in the successful designing of a curriculum that is tailored to student needs. As grammar is designed to be taught at different age junctures, age appropriate pedagogies and language needs to be considered throughout the process. For example, attempting to teach elementary students in lower primary technical grammar language can be detrimental to their desire to continue on their language acquisition journey when they may only be ready for basic vocabulary introduction. Whilst curriculum content is a vital component in the teaching of English to non-native speakers, the pedagogy that underpins the process is the key to whether students are actively engaged in the process and in turn retaining relevant learned information. There are many different pedagogical approaches, but in essence a gradual release of responsibility model should be utilised with the following considerations: 1. Build rapport with students 2. Make the lesson engaging/fun (games, active participation) 3. Know the content and how to teach it 4. Teach in context 5. Use a variety of resources to aid learning (pictures, videos, movies, music, digital tech, books, newspapers etc) 6. Differentiate for student entry levels 7. Regularly check for understanding 8. Encourage cooperative learning 9. Promote frequent language use 10. Give specific, timely feedback 11. Allow for plenty of practice When planning for an English lesson, teachers need to be prepared and have a clear idea of the content that is to be covered (what is being taught). Pedagogical practises need to be decided upon (how the content will be taught) and relevant resources prepared. Lesson timing must be well-thought-out (when will it e taught) with appropriate activities planned to ensure a good flow to the lesson. A written lesson plan should be drafted using the Engage, Study and Activate as a guide for the flow of the lesson and to ensure that all stages of the lesson have been considered. Lesson plans must also detail how teachers will ensure that students have learnt what was intended (how do we know they have learnt?). This may in the form of formative or summative assessment and must reflect the content taught and clientele needs. In conclusion, grammar instruction is crucial to second language learning and acquisition. It accelerates the learning process and allows for a solid base for understanding language. It is vital therefore that we also acknowledge that a disproportionate focus on grammar can dissuade students. Teachers must ensure that a well-balanced program is designed and taught using appropriate pedagogies promoting engagement, risk taking and resilience.