The inner sense of language and spoken language variation as the foundation for basic grammar teaching

Abstract

The main goal of this article is to develop a basic framework for teaching grammar in Norwegian schools which builds on the available research on grammar. The discussion of the role of grammar in schools has a long history, yet we take as our starting point the current situation, with basic grammar teaching as the main objective. Taking new research on grammar didactics into account, we discuss what is meant by the term ‘grammar’, what the aim of grammar teaching should be, and finally within which pedagogical frames grammar teaching should take place. Among other things, we refer to Norwegian research on grammar didactics that utilises the students’ multilingual resources when teaching language structures, Dutch research that highlights the positive effects of discussing ambiguity and practising linguistic argumentation, and American research on didactics that uses grammar class to teach students scientific methods, which in turn generates more positive attitudes to language variation. Children have a natural interest in language, and we should encourage this to promote knowledge about and interest in working with language structures. To attain this goal, basic grammar education should build more on the mental grammar of languages that students already possess when starting school, with a primary focus on spoken language, separating this more from the teaching of writing, especially when it comes to normative approaches.