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Teacher Development
An international journal of teachers' professional development
Volume 1, 1997 - Issue 3
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Original Articles

Grammar, metalanguage and writing development

John Keen University of Manchester, United KingdomCorrespondence[email protected]
Pages 431-445 | Published online: 20 Dec 2006

Citations (10)

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Read on this site (8)

John Kubiak. (2020) Poetry pedagogy and university students with intellectual disabilities. Journal of Poetry Therapy 33:3, pages 137-151.
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John Keen. (2020) Writing Revision: Evidence for Learning. Changing English 27:2, pages 121-136.
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William Hardman & Huw Bell. (2019) ‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school. Language and Education 33:1, pages 35-50.
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Ann Harris & Marie Helks. (2018) What, why and how – the policy, purpose and practice of grammatical terminology. English in Education 52:3, pages 169-185.
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Annabel Mary Watson. (2015) Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness 24:1, pages 1-14.
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Anthony Wilson & Debra Ann Myhill. (2012) Ways with words: teachers’ personal epistemologies of the role of metalanguage in the teaching of poetry writing. Language and Education 26:6, pages 553-568.
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Annabel Watson. (2012) Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’. English in Education 46:1, pages 22-37.
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Mary Delfin Pereira. (2010) A literature‐driven English Programme’s effectiveness in improving the writing skills of Grade 7 Singaporean students. English in Education 44:3, pages 232-251.
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Articles from other publishers (2)

Gülten KOŞAR. (2022) Deductive and Inductive Teaching Approaches to Teaching Grammar to Young Learners: From the Lens of Pre-Service English Teachers. Eğitimde Kuram ve Uygulama 17:2, pages 7-8.
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Pauline Jones & Honglin Chen. (2012) Teachers’ knowledge about language: Issues of pedagogy and expertise. The Australian Journal of Language and Literacy 35:2, pages 147-172.
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