title: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing

authors: Neumann, Melanie Jane

subjects: grammar

abstract: In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

text: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

year: 2016

title: Sustainable community economic development: What lessons can the Tongan Vision Project of Aotearoa/New Zealand learn from the Mondragon Experience?

authors: Cheney, George

subjects: Pacific economic development

abstract: This paper provides readers with information about the Mondragón cooperatives, two corporate groups of worker-owned-and-governed co-ops, located in the middle of the Basque Country, Spain. It draws a number of lessons from the experience of these co-operatives and discusses these lessons in the context of the Tongan Vision Project (TVP) of Aotearoa/New Zealand, a sustainable community economic development project established in January 2000.

text: Sustainable community economic development: What lessons can the Tongan Vision Project of Aotearoa/New Zealand learn from the Mondragon Experience? This paper provides readers with information about the Mondragón cooperatives, two corporate groups of worker-owned-and-governed co-ops, located in the middle of the Basque Country, Spain. It draws a number of lessons from the experience of these co-operatives and discusses these lessons in the context of the Tongan Vision Project (TVP) of Aotearoa/New Zealand, a sustainable community economic development project established in January 2000.

year: 2002-09

title: Looking Past the Mess: Māori Homelessness and Mental Health Care

authors: Johnson, Diana

subjects: Homelessness

abstract: Homelessness is a pressing social and health concern that affects Māori disproportionately. This research explores the provision of mental health services to Māori who are homeless. The thesis has two primary aims. First, to document the experiences of Māori homeless people who live with mental health concerns and their relationships with mental health professionals. Second, to document the experiences of mental health professionals and how they interact with, provide care for, and build relationships with Māori Homeless. The skills of, and the difficulties faced by these professionals in provisions of quality of care are also considered. Three male and three female homeless participants were recruited from the Waikato and Auckland regions. All participants had received care from Non Governmental Organisations (NGOs) and/or District Health Board services (DHB). Participating mental health professionals included one female and five males. Mental health professionals included counsellors, therapists, psychologists, social workers, crisis team coordinator, and a cultural advisor. All participants took part in individual semi-structured interviews conducted in an open and conversational manner.  Key themes for homeless participants included their general life histories of mental illness, mental health service use, relationship with professionals, cultural issues, and concerns that Māori homeless wanted to discuss. Key themes for mental health professionals included their approaches when working with homeless people, relationship building, barriers to working with this group and possible solutions, linking with other professionals or organisations, and issues mental health professionals wanted to discuss. Findings highlight the importance of strong therapeutic relationships between homeless clients and mental health professionals, the need for more joined up (multi-level agency) approach to service delivery, and the importance of Māori ideology in restoring wellbeing and dignity. Findings suggest that the effectiveness of mental health service delivery relies in part on information provided by stakeholders. Information provided by homeless people and mental health professionals informs both service delivery and the ways in which practitioners can best support the needs of homeless people.

text: Looking Past the Mess: Māori Homelessness and Mental Health Care Homelessness is a pressing social and health concern that affects Māori disproportionately. This research explores the provision of mental health services to Māori who are homeless. The thesis has two primary aims. First, to document the experiences of Māori homeless people who live with mental health concerns and their relationships with mental health professionals. Second, to document the experiences of mental health professionals and how they interact with, provide care for, and build relationships with Māori Homeless. The skills of, and the difficulties faced by these professionals in provisions of quality of care are also considered. Three male and three female homeless participants were recruited from the Waikato and Auckland regions. All participants had received care from Non Governmental Organisations (NGOs) and/or District Health Board services (DHB). Participating mental health professionals included one female and five males. Mental health professionals included counsellors, therapists, psychologists, social workers, crisis team coordinator, and a cultural advisor. All participants took part in individual semi-structured interviews conducted in an open and conversational manner.  Key themes for homeless participants included their general life histories of mental illness, mental health service use, relationship with professionals, cultural issues, and concerns that Māori homeless wanted to discuss. Key themes for mental health professionals included their approaches when working with homeless people, relationship building, barriers to working with this group and possible solutions, linking with other professionals or organisations, and issues mental health professionals wanted to discuss. Findings highlight the importance of strong therapeutic relationships between homeless clients and mental health professionals, the need for more joined up (multi-level agency) approach to service delivery, and the importance of Māori ideology in restoring wellbeing and dignity. Findings suggest that the effectiveness of mental health service delivery relies in part on information provided by stakeholders. Information provided by homeless people and mental health professionals informs both service delivery and the ways in which practitioners can best support the needs of homeless people.

year: 2009