Connecting Reading And Writing In Grammar Teaching: A .

Connecting Reading and Writingin Grammar Teaching:A Functional Approach

Recap: Pre-Webinar PollsStronglyAgreeAgreeDisagreeStronglyDisagreeJ J J K K K 1. It’s important to learn all of the grammar rules beforereading and writing long texts.2. Grammar teaching means correcting students’ errors.3. Grammar is not that important in CommunicativeLanguage Teaching (CLT).

Warm-Up ChatWhat do you think about when you hear the wordgrammar?What do students think about when they hear the wordgrammar?

Goals for the Webinar Define grammar from a functionalperspective Identify three functions of language Explore classroom applicationsof functional grammar

Grammar Translation Translation of written documents Focus not placed on communication

Communicative Language TeachingShifts from teaching to translate to teaching to communicateKnowing aboutlanguageUsing language tocommunicate

What is a Functional Approach toGrammar?A focus on what grammar does: Makes meaning Connects ideas Creates social relationships

Why a Functional Approach inEnglish? Connects grammar to meaningFosters critical thinkingIntegrates all four language skillsPromotes discussionGives instructors deep knowledge oflanguage

Three Grammar FunctionsLanguage performs three acts simultaneously:1.Makes meaning2.Connects ideas3.Creates relationships

Make Meaning(1) Grammar Makes Meaning

Make MeaningHow does language make meaning? Participants: Who or what is performingthe action? Processes: What are the thinking, doing,feeling, or being actions? Circumstances: When, where, and howare the processes occurring?

Make MeaningTraditional AnalysisDet.Adj.NounVerbNounPrep.Det.Pl. NounMy favorite activity is hiking in the mountains.

Make MeaningFunctional AnalysisParticipantParticipantCircumstanceMy favorite activity is hiking in the mountains.Process

Make MeaningActivity: Close Reading Analysis1. Teacher selects a short passage withwhich students are familiar2. Students identify participants, processes,circumstances3. Focus on each part and ask questions- Why did the author choose to use this language?- How does it contribute to the meaning of the text?

Make MeaningActivity: Change Sentences1. Teacher re-writes text with blanks2. Students fill blanks with different participants3. Discuss how the different words change themeaning of the text

Make MeaningLet’s try it out!The young baseball players from Venezuelaare playing at the Little League World Series.

Make MeaningLet’s try it out!The baseball players from Venezuelaare playing at the Little League World Series.

Make MeaningExtension: Apply to New SentencesThe young baseball players from Venezuelaare playing in the Little League WorldSeries.The teachers fromare working in the classroom.

Connect Ideas(2) Grammar Connects Ideas

Connect IdeasHow does language connect ideas?Example Cohesive DevicesMeaningAnd, and then, furthermoreAdditionBut, for example, instead, however, onthe other handCompare/ContrastWhen, thenBecause, so, despite, nevertheless, eventhoughTimeCause/ConsequenceIf, unlessIn order to, soFirst, second, finallyConditionPurposeSequence(adapted from de Oliveira & Schleppegrell, 2016, p. 47)

Connect IdeasAc#vity:Iden#fyingCohesiveDevices1. Teacher selects short passage thatstudents can understand2. Students identify cohesive devices3. Students document cohesive devices inchart and explain importance

Connect IdeasIdentifying Cohesive DevicesWhat connectors do you see?Learning a new language is challenging for manyadults because they are busy. However, languagelearning routines can make a big difference. Forinstance, students can review new vocabulary everynight before bed. Another idea is to listen to the newsin the language they are learning.

Connect IdeasIdentifying Cohesive DevicesWhat connectors do you see?Learning a new language is challenging for manyadults because they are busy. However, languagelearning routines can make a big difference. Forinstance, students can review new vocabulary everynight before bed. Another idea is to listen to the newsin the language they are learning.

Connect IdeasIdentifying ConnectorsCohesive DeviceMeaningbecauseProvides a reason thatlearning a new language ishardHowever,Introduces a contradictionFor instance,Provides an exampleAnother idea isProvides a second examplerelated to the previous one

Connect IdeasActivity: Sentence Combining1. Take a text composed of short sentences– Note: You can use student-produced texts2. Group related ideas3. Combine sentences using connectors4. Explain rationale for choice of connectors5. Remember: no “correct” answer; the goal isdiscussion about language!

Connect IdeasSentence Combining ExampleMy pet Chihuahua is cute.He is small.Many Chihuahuas bark a lot.My dog is calm.He does not like strangers.He is still nice to the neighbors.

Connect IdeasSentence Combining ExampleMy pet Chihuahua is cute and small. Even though manyChihuahuas bark a lot, my dog is calm. However, he doesnot like strangers. Nevertheless, he is still nice to theneighbors.

Create Relationships(3) Grammar Creates Relationships

Create RelationshipsHow does language create relationships?Modality probability and obligationTerms of ModalityExamplesModal Auxiliary Verbswill, can, may, shouldModal Adverbsmaybe, perhaps, arguablyModal Nounspossibility, requirement

Create RelationshipsAdvice Columns: Full of ModalityDEAR ABBY: My friend isalways tired and sick becauseshe does not eat healthyfoods. How can I help her?I think the best approach would be to talk about this withyour friend. Tell her that you are concerned about her healthand you might suggest that she eat more fruits andvegetables. It is essential that you also eat healthy to showsupport.

Create RelationshipsActivity: Modality Scale Students underline modality Students sort phrases on a continuumfrom gentle/uncertain to firm/certain Students discuss rationales behind theirsorting

Create RelationshipsModality Scale ExampleIt is essential that Tell her that I think the bestapproach wouldbe Uncertain /GentleYou might suggestthat Very certain /Firm

Create RelationshipsExtensionAc#vi#eswithModality Students act as advice columnists andwrite answers Students take on different roles (e.g.,parent, friend) and give advice Compare columns and discuss languagechoices

Summary: Functions and ActivitiesMake MeaningClose reading analysisConnect IdeasSentence combiningCreate RelationshipsModality scale

Tips to Remember Select reading examples that are abouttopics familiar to students Connect grammar forms to meaning Focus on discussion; there may be more thanone correct answer Start with noticing new grammar forms intext, and then begin using them in writing

Try it out and let me know how it goes!See you on the Ning!

Selected References Bourke, J. (2008). A rough guide to languageawareness. English Teaching Forum, 1, 12-21. de Oliveira, L. & Schleppegrell, M. (2016). Focuson Grammar and Meaning. Oxford UniversityPress. Gibbons, P. (2009). English Learners, AcademicLiteracy and Thinking: Learning in the ChallengeZone. Portsmouth, NH: Heinemann. O’Dowd, E. (November 2015). Finding a voice forargument. TESOL Connections. Ruday, S. (2016). The Argument Writing Toolkit.New York: Routledge.

1. It’s important to learn all of the grammar rules before reading and writing long texts. 2. Grammar teaching means correcting students’ errors. 3. Grammar is not that important in Communicative Language Teaching (CLT). Strongly Agree Agree Disagree Strongly Disagree ! ! ! " " "