Language in Education: Preservice teachers' ideas about grammar and knowledge about language

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologi

Abstract

Even though the national curriculum for mother tongue instruction in Denmark emphasizes a functional view of
language (Danish Ministry of Education, 2009), we - as teacher educators - have experienced that most of our
teacher students’ notions about language and grammar are deeply rooted in a formal and structural view of
language. Hence we designed and carried out an action research project with the aim of pushing first year teacher
students’ notions about language in a more functional direction. Throughout their first year in teacher training
the students were involved in a series of radical changes to the curriculum, such as introducing SFL-based
linguistics (Halliday 1994) and genre theory (Martin & Rose 2008) as the overall theoretical framework for
language description. These changes were made in order to equip future teachers with a more functional view on
language. In this article we show how the introduction of systemic functional linguistics to first year pre-service
teacher students successfully changed their predominantly formal and structural conceptions about grammar and
grammar pedagogy in the mother tongue subject into more functional and communication-oriented ideas about
what and how children should learn about language in school.
OriginalsprogEngelsk
TitelTo boldly go... : Papers from the 39th International Systemic Functional Congress
RedaktørerJohn Knox
Antal sider5
Udgivelses stedUniversity of Technology, Sydney
Publikationsdato2012
Sider21-26
ISBN (Trykt)978-0-646-58257-3
StatusUdgivet - 2012

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