SIX RULES OF GRAMMAR TEACHING

Rule of Context

Teach grammar in context: real-world scenarios, interaction, authentic materials, scaffolding strategies, literary pieces, etc.;
Consider all three: form, meaning, and use;
Language knowledge does NOT always equal language skills
Context provides the avenue to GRAMMAR RULES and MEANING-MAKING;
Concept: the PURPOSE and MEANING of using a specific form

Rule of Use

Teach grammar with the objective of improving the learners' understanding and production of real language: authentic samples, patterns of usage; communication, etc.;
Language knowledge is NOT equal to language production;
Teach relationship between rules and use: apply to real communicative tasks
Incorporate spoken interactions and/or communicative production tasks

Rule of Economy

Minimize direct/explicit instruction AND maximize practice;
Focus on relevant topics: agreement, verb form and tense, logical connectors, word form (POS);
Comprehensible input: language input that is one level above that of the EL's proficiency, and thus can still be understood without understanding all words and structures (Krashen, 2003)

Rule of Relevance

Center instruction around student needs;
Do not waste time on teaching rules students already know or teach too many at one time;
Identify "problem areas" to teach;
Connect to Personal Relevance (student interests) and Life Relevance (real-world connections);
Provide connections, examples, and practice that are authentic and real-world;
Activities should be communicative.

Rule of Nurture

Teaching does not cause learning;
Allow students to feel safe with trial and error;
Provide constructive feedback that focuses on target rule/structure.

Rule of Appropriacy

Consider the students' level, needs, interests, expectations and learning styles;
Think about what students already know, need to know immediately, and need to know in the future;
Start where your students are;
Cater to your students' learning styles and expectations.

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