Practising text-based grammar teaching: Grammar-to-go

Abstract

This paper examines opportunities for enhancing English grammar instruction within the context of teacher education in Norway, while briefly acknowledging the challenges associated with traditional approaches. Despite the acknowledged importance of grammar instruction in language learning, student teachers often lack opportunities to teach grammar during their practicums, partly because practice teachers may avoid the subject, finding it challenging to teach. To address these issues, the paper introduces the Grammar-to-go approach, developed by Hæge Hestnes (2011), which integrates grammar instruction into functional, text-based activities. This inductive method encourages meaningful engagement with language through creative and collaborative tasks, such as reading, writing, and vocabulary exploration, before focusing on specific grammar topics.

The paper highlights the successful implementation of Grammar-to-go by in-service teachers, who report increased pupil engagement, improved learning outcomes, and renewed enthusiasm for teaching grammar. Examples of lesson plans illustrate how this approach fosters a deeper understanding of grammar while making learning enjoyable. Reflections from teachers reveal a transformative shift towards more implicit and integrated grammar teaching, enhancing both teacher confidence and pupil motivation. The paper concludes by advocating for the inclusion of the Grammar-to-go approach in teacher education programmes to inspire more effective and engaging grammar instruction.