So much hysteria (on both 'sides') about primary #grammar, mostly from people who don't teach it, or who don't know much about grammar. Knowing some theory and terminology can be very useful, but there are real problems about how it has been formulated in the curriculum. To...
...experts in linguistics and grammar, there are considerable intellectual flaws in what is taught as 'correct'. But there are also real issues with how it is taught, with opportunity cost, and with distorting effects on the teaching of writing. Those, in turn, are...
...mainly a function of how it is assessed. These are real issues. And mostly, when someone rails against it, it is these distortions that they are unhappy about, not that children know something, or that knowing it per se is antithetical to creativity. Teachers are...
... finding ways to mitigate these things, and to teach what's tested in ways that are integrated with, support and enrich children's reading and writing, and by turning empty drills into exercises in real meaning-making. But there are still a lot of empty drills going on, and...
...it's that laborious but shallow knowledge-acquisition that commentators notice and object to.
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