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DC Field | Value | Language |
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dc.contributor.author | Cushing, I | - |
dc.contributor.author | Helks, M | - |
dc.date.accessioned | 2021-03-01T07:41:54Z | - |
dc.date.available | 2021-03-01T07:41:54Z | - |
dc.date.issued | 2021-03-18 | - |
dc.identifier.citation | Cushing, I. and Helks, M. (2021) 'Exploring primary and secondary students’ experiences of grammar teaching and testing in England', English in Education, in press. doi: 10.1080/04250494.2021.1898282. | - |
dc.identifier.issn | 0425-0494 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/22351 | - |
dc.description.abstract | © 2021 The Author(s). This article reports on data generated from focus groups held with primary and secondary school students in which they were asked about experiences of grammar teaching and testing in the context of post-2010 reforms in England. Data from these focus groups were triangulated with a bricolage of other data, including fieldnotes, teacher surveys, pedagogical materials and government-produced policy documents. Our findings show that, in spite of differences within primary-secondary policy, students’ perceptions of their experiences had significant elements of commonality. Students’ conceptualisations of grammar were focused on word and clause-level notions, generally rejecting the idea that grammar was associated with meaning, creativity and choice. Students emphasised experiences of decontextualised grammar teaching, despite evidence from their teachers which espoused contextualised grammar. Finally, the state-issued primary school grammar tests were found to be working as a powerful de facto language policy, warping and distorting students’ memories and experiences of grammar. | - |
dc.description.sponsorship | UK Literacy Association [UKLA Research Grants]. | - |
dc.format.medium | Print-Electronic | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge, Taylor and Francis Group | en_US |
dc.rights | This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | grammar teaching | - |
dc.subject | grammar testing | - |
dc.subject | student voice | - |
dc.title | Exploring primary and secondary students’ experiences of grammar teaching and testing in England | en_US |
dc.type | Article | en_US |
dc.date.dateAccepted | 2021-02-27 | - |
dc.identifier.doi | https://doi.org/10.1080/04250494.2021.1898282 | - |
dc.relation.isPartOf | English in Education | - |
pubs.publication-status | Published | - |
dc.identifier.eissn | 1754-8845 | - |
dcterms.dateAccepted | 2021-02-27 | - |
dcterms.dateCopyrighted | 2021-03-18 | - |
dcterms.dateSubmitted | 2021-01-29 | - |
Appears in Collections: | Dept of Education Research Papers |
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FullText.pdf | 1.75 MB | Adobe PDF | View/Open |
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