Grammatical Laboratories as a Tool for Innovative Grammar Teaching Practices

Conference: The Paris Conference on Education (PCE2022)
Title: Grammatical Laboratories as a Tool for Innovative Grammar Teaching Practices
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Oral Presentation
Patrícia Ferreira, Polythechnic Institute of Lisbon, Portugal
Antónia Estrela, Polytechic Institute of Lisbon, Portugal
Cristina Silva, Escola Superior de Educação de Paula Frassinetti, Portugal
Sónia Rodrigues, Faculdade de Letras da Universidade do Porto, Portugal
Isabel Sebastião, Centro de Linguística da Universidade do Porto, Portugal


This paper aims at presenting a case study that led to the design of an in-service teacher training intervention that could contribute to the transformation of grammar teaching practices. The study is integrated in the project Inductive and reflective approach to grammar: Research, training and intervention pathways (G-Lab) and has the participation of four primary teachers and one 5th and 6th grades’ teacher. Data were collected through observation of classes introducing a grammatical content or topic, questionnaires, interviews and document analysis (of lesson plans, exercises, students’ resolutions, etc.). The results point to a prevalence of prescriptive and limited grammar teaching practices, with little presence of didactic paths consistent with an inductive and reflexive approach to grammar, such as grammatical laboratories, despite the participants’ speech sometimes points to other direction. In fact, one of the conclusions which emerged from this study was that there are some limitations and inconsistencies identified in teachers’ practices and beliefs as far as grammar is concerned, enhancing the need to address these issues in the teacher training sequence that is being designed.

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