Overview

This book investigates the content of the grammar syllabus typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching. The research reported consists of a broad exploration of primary sources in order to outline the evolution of ELT pedagogical grammar; ten interviews with key ELT authors and publishing professionals, which allows for the investigation of the decision-making processes underlying the choice of grammar content in ELT teaching materials; and finally, the presentation of case studies which examine three areas of grammar, analysing the evolution of their treatment in ELT materials (both historical and contemporary) and comparing their current treatment to data on real learner use. This book contributes to the literature on syllabus design and pedagogical grammar and builds on existing research into materials design. It will be of interest to researchers and professionals working in the fields of applied linguistics, pedagogical grammar, curriculum design and materials design.

Full Product Details

9781836682561

Table of Contents

Reviews

Burton takes the reader on a thought-provoking tour of ELT grammar instruction that includes a historical perspective, interviews with stake holders, and detailed case studies of several popular coursebooks. It is an interesting picture of grammar and grammar instruction that leaves the reader with plenty of food for thought. * Randi Reppen, Northern Arizona University, USA * This is a very readable, well-researched book, which provides a useful and much needed evaluation of the grammatical ‘canon’ in ELT. It helps us to understand how this canon has developed and also raises important questions about the areas which tend to feature in materials and those which do not. Essential reading for teachers, materials designers and researchers in this area. * Christian Jones, University of Liverpool, UK * This book addresses the mystery of the grammar we teach – why are coursebook syllabuses so similar? It made me reflect critically on the grammar content of my own materials and challenged my thinking about pedagogical grammar syllabuses. Highly recommended for all grammar teachers, authors and ELT publishers. * Heather Buchanan, University of York, UK * ....interesting insights into some key perspectives and history about how ELT grammar has arisen. Indeed, for an ordinary classroom teacher or a staffroom of teachers, the issues and questions raised in these chapters could form the basis of some important discussions or CPD sessions. * Chris Richards, British Council School, Madrid, BAAL News 124 * ...a highly readable, thought-provoking interpretation of the processes that have shaped the mainstream grammar syllabus as we know it today.  * Grzegorz Spiewak, ELT Journal 2024 * [This book] offers deep coverage of grammar development over time involving the perspectives of widely known professionals in the ELT field. This book is an interesting and useful reference for teachers, ELT materials writers, and publishers as a part of consideration in their adoption of English grammar content. Presenting the fundamental concepts, historical contexts of the investigation, and various studies focusing on canon and area of grammar taught in the textbook, this book is suitable for anyone who is seeking ways to develop learners’ grammatical competence in English. * Shofiyah and Muhamad Laudy Armanda, Yogyakarta State University, Indonesia, TESL-EJ Volume 28, Number 3 *

Author Information

Graham Burton is a researcher in the Faculty of Education at the Free University of Bozen-Bolzano, Italy. He has been working in the field of ELT for over 20 years and his research interests include pedagogical grammar, materials design, academic writing and multilingualism and multilingual education.

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