1887
Volume 9, Issue 1-2
  • ISSN 2211-7245
  • E-ISSN: 2211-7253

Abstract

Abstract

Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model of linguistic reasoning in particular.

Based on a well-established model for historical reasoning (Van Boxtel & Van Drie, 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning.

It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar pedagogy.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/dujal.19038.die
2021-01-08
2021-10-18
Loading full text...

Full text loading...

/deliver/fulltext/dujal.19038.die.html?itemId=/content/journals/10.1075/dujal.19038.die&mimeType=html&fmt=ahah

References

  1. Anderson, L. W. , Krathwohl, D. R. , & Bloom, B. S.
    (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon.
    [Google Scholar]
  2. Bernstein, B.
    (1999) Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173. doi:  10.1080/01425699995380
    https://doi.org/10.1080/01425699995380 [Google Scholar]
  3. Bonset, H. , & Hoogeveen, M.
    (2010) Taalbeschouwing. Een inventarisatie van empirisch onderzoek in basis- en voortgezet onderwijs. [Language contemplation. An inventory of empirical research in primary and secondary education] Enschede: SLO.
    [Google Scholar]
  4. Coppen, P. A.
    (2010) De taal is een rommeltje. [Language is a messy problem] In H. Hulshof , & T. Hendrix , Taalkunde in het voortgezet onderwijs. Special Levende Talen Magazine. Amsterdam: Levende Talen, 26–29.
    [Google Scholar]
  5. Den Hertog, C. H.
    (1892) Nederlandsche spraakkunst. Handleiding ten dienste van aanstaande (taal)onderwijzers. [Dutch grammar. Manual for the benefit of prospective (language) teachers] Amsterdam: 1e druk. De leer van den enkelvoudigen zin.
    [Google Scholar]
  6. Derewianka, B.
    (2018) Changing approaches to the conceptualization and teaching of grammar. International Handbook of English Language Teaching, 843–858. doi:  10.1007/978‑0‑387‑46301‑8_56
    https://doi.org/10.1007/978-0-387-46301-8_56 [Google Scholar]
  7. Ennis, R. H.
    (1989) Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4. doi:  10.2307/1174885
    https://doi.org/10.2307/1174885 [Google Scholar]
  8. Featherston, S.
    (2008) Thermometer judgements as linguistic evidence. In C. M. Riehl , & A. Rothe (Eds.), Was ist linguististische Evidenz? (pp.69–90). Aachen: Shaker Verlag.
    [Google Scholar]
  9. Fontich, X. , & Camps, A.
    (2013) Towards a rationale for research into grammar teaching in schools. Research Papers in Education, 29(5), 598–625. doi:  10.1080/02671522.2013.813579
    https://doi.org/10.1080/02671522.2013.813579 [Google Scholar]
  10. Gartland, L. B. , & Smolkin, L. B.
    (2015) The histories and mysteries of grammar instruction. The Reading Teacher, 69(4), 391–399. doi:  10.1002/trtr.1408
    https://doi.org/10.1002/trtr.1408 [Google Scholar]
  11. Hudson, R. , & Walmsley, J.
    (2005) The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics, 41(3), 593–622. doi:  10.1017/S0022226705003464
    https://doi.org/10.1017/S0022226705003464 [Google Scholar]
  12. Locke, T.
    (2010) Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/literacy classroom. London, England: Routledge. 10.4324/9780203854358
    https://doi.org/10.4324/9780203854358 [Google Scholar]
  13. McCarthy Young, K. , & Leinhardt, G.
    (1998) Wildflowers, sheep and democracy: The role of analogy in the teaching and learning of history. In J. F. Voss , & M. Carretero , Learning and reasoning in history. International review of history education (vol.2, pp.154–156). London: Woburn.
    [Google Scholar]
  14. McPeck, J. E.
    (1990) Critical thinking and subject specificity: A reply to Ennis. Educational Researcher, 19(4), 10–12. doi:  10.2307/1176382
    https://doi.org/10.2307/1176382 [Google Scholar]
  15. Moore, T.
    (2004) The critical thinking debate: How general are general thinking skills?Higher Education Research & Development, 23(1), 3–18. doi:  10.1080/0729436032000168469
    https://doi.org/10.1080/0729436032000168469 [Google Scholar]
  16. Moseley, D. , Baumfield, V. , Elliot, J. , Gregson, M. , Higgins, S. , Miller, J. , & Newton, D.
    (2005) Frameworks for thinking: A handbook for teaching and learning. Cambridge, England: Cambridge University Press. 10.1017/CBO9780511489914
    https://doi.org/10.1017/CBO9780511489914 [Google Scholar]
  17. Myhill, D.
    (2018) Grammar as a meaning-making resource for language development. Contribution to a special issue Working on Grammar at School in L1 Education: Empirical Research Across Linguistic Regions. L1-Educational Studies in Language and Literature, 18, 1–21. doi:  10.17239/L1ESLL‑2018.18.04.04
    https://doi.org/10.17239/L1ESLL-2018.18.04.04 [Google Scholar]
  18. Renaud, R. D. , & Murray, H. G.
    (2008) A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85–93. doi:  10.1016/j.tsc.2008.03.005
    https://doi.org/10.1016/j.tsc.2008.03.005 [Google Scholar]
  19. Van Boxtel, C. , & Van Drie, J.
    (2018) Historical reasoning. The Wiley International Handbook of History Teaching and Learning (pp.149–176). doi:  10.1002/9781119100812.ch6
    https://doi.org/10.1002/9781119100812.ch6 [Google Scholar]
  20. Van Drie, J. , & Van Boxtel, C.
    (2007) Historical reasoning: Towards a framework for Analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87–110. doi:  10.1007/s10648‑007‑9056‑1
    https://doi.org/10.1007/s10648-007-9056-1 [Google Scholar]
  21. Van Gelderen, A.
    (2010) Does explicit teaching of grammar help students to become better writers? Insights from empirical research. In T. Locke (Ed.), Beyond the grammar wars. A resource for teachers and students on developing language knowledge in the English/literacy classroom (pp.109–128). New York: Routledge.
    [Google Scholar]
  22. Van Rijt, J. & Coppen, P. A.
    (2017) Bridging the gap between linguistic theory and L1 grammar education – experts’ views on essential linguistic concepts. Language Awareness, 26(4), 360–380. 10.1080/09658416.2017.1410552
    https://doi.org/10.1080/09658416.2017.1410552 [Google Scholar]
  23. Van Rijt, J. , De Swart, P. & Coppen, P. A.
    (2018) Linguistic concepts in L1 grammar education: A systematic literature review. Research Papers in Education. New York: Routledge.
    [Google Scholar]
  24. Van Rijt, J. , Wijnands, A. & Coppen, P. A.
    (2019) Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching. L-1 Educational Studies in Language and Literature, 19, 1–28.
    [Google Scholar]
  25. Van Rijt, J. , De Swart, P. , Wijnands, A. & Coppen, P. A.
    (2019) When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education. Linguistics and Education, 52, 78–88. doi:  10.1016/j.linged.2019.06.004
    https://doi.org/10.1016/j.linged.2019.06.004 [Google Scholar]
  26. Wineburg, S. S.
    (1998) Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319–346. 10.1207/s15516709cog2203_3
    https://doi.org/10.1207/s15516709cog2203_3 [Google Scholar]
  27. Zwart, J. W.
    (2010) Levende talen. In H. Hulshof , & T. Hendrix , Taalkunde en het schoolvak Nederlands [Linguistics and the school subject Dutch] (pp.51–54). Amsterdam: Levende Talen Magazine.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/dujal.19038.die
Loading
/content/journals/10.1075/dujal.19038.die
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error