Originally published in TEACH Magazine, November/December 2021 Issue
By Adam Stone
In the K–12 setting, grammar instruction can be tedious and demoralizing. Rather than elevating students and celebrating their successes, it too often becomes an exercise in red-lining their mistakes.
“When people think about grammar, they’re usually thinking about really technical things, with a major emphasis on correction,” says Sean Ruday, co-president of the Assembly of the National Council of Teachers of English.
Experts say it is time to shift that model. As editor of the Journal of Literacy Innovation, Ruday is among those advocating for a change. Kids still need to learn grammar, they need to understand the mechanics of how language works. But teachers can find better and more effective ways to communicate this vital information.
Adam Stone is a seasoned journalist with 20+ years’ experience. He covers education, technology, government, and the military, along with diverse other topics.
