Pages: 8

This chapter gives an overview of the two views of grammar – prescriptive (grammar as structure) and descriptive (grammar as choice) – and how this book will approach these views in the context of literacy development. This book essentially aims to bridge the nexus between grammar as structure and grammar as choice for the development of literacy skills. This chapter also contextualises this book by explaining how this book is distinguished from other functionally oriented grammar books, primarily that (i) the book uses form-focused metalanguage to discuss grammar as a meaning-making resource; (ii) the book is situated in the Asian English language teaching context, drawing on Asian authentic texts as texts for analyses; and (iii) the book includes case studies from teacher practitioners who have explored contextualised grammar teaching for literacy development. The chapter then provides an outline of how each chapter is structured.

Pages: 25

This chapter covers the grammar content knowledge of word classes (grammar as structure), followed by illustrations of the analyses of the purposeful use of the different word classes in authentic Asian texts to create meaning (grammar as choice). The chapter then shares examples and illustrations of teaching ideas and materials contributed by a current teacher practitioner who has explored some ideas integrating the teaching of word classes as meaning-making resources in his English language classrooms, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. This teacher practitioner also shares some reflections on how these ideas worked in his classes.

Pages: 17

This chapter covers the grammar content knowledge of nouns and noun phrases (grammar as structure), followed by illustrations of the analyses of the purposeful use of the different nouns and noun phrases in authentic Asian texts to create meaning (grammar as choice). The chapter then shares examples and illustrations of teaching ideas and materials contributed by a current teacher practitioner who has explored some ideas integrating the teaching of nouns and noun phrases as meaning-making resources in his English language classroom, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. This teacher practitioner also shares some reflections on how these ideas worked in his class.

Pages: 33

This chapter covers the grammar content knowledge of verbs and verb phrases (grammar as structure), followed by illustrations of the analyses of the purposeful use of the different verbs and verb phrases in authentic Asian texts to create meaning (grammar as choice). The chapter then shares examples and illustrations of teaching ideas and materials contributed by current teacher practitioners who have explored some ideas integrating the teaching of verbs and verb phrases as meaning-making resources in their English language classrooms, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. These teacher practitioners also share some reflections on how these ideas worked in their classes.

Pages: 16

This chapter covers the grammar content knowledge of clauses and sentences (grammar as structure), followed by illustrations of the analyses of the purposeful use of the different clauses and sentences in authentic Asian texts to create meaning (grammar as choice). The chapter then shares examples and illustrations of teaching ideas and materials contributed by current teacher practitioners who have explored some ideas integrating the teaching of clauses and sentences as meaning-making resources in their English language classrooms, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. These teacher practitioners also share some reflections on how these ideas worked in their classes.

Pages: 21

This chapter covers the grammar content knowledge of the grammatical functions of subject, verb, (direct and indirect) object, (subject and object) complement and adverbial [SVOCA], followed by illustrations of the analyses of the purposeful use of these grammatical functions in authentic Asian texts to create meaning (grammar as choice). The chapter then shares examples and illustrations of teaching ideas and materials contributed by current teacher practitioners who have explored some ideas integrating the teaching of grammatical functions as meaning-making resources in their English language classrooms, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. These teacher practitioners also share some reflections on how these ideas worked in their classes.

Pages: 28

This chapter will cover the grammar content knowledge of cohesive devices (grammar as structure), followed by illustrations of the analyses of the purposeful use of the different cohesive devices in authentic Asian texts to create meaning (grammar as choice) and contribute to coherence of the texts. The chapter then shares examples and illustrations of teaching ideas and materials contributed by current teacher practitioners who have explored some ideas integrating the teaching of cohesive devices as meaning-making resources in their English language classrooms, using authentic Asian texts as model texts, with a focus on supporting students’ literacy development. These teacher practitioners also share some reflections on how these ideas worked in their classes.

Pages: 9

This concluding chapter reminds readers of the transformative role of grammar as a pedagogical tool for meaning-making in English language teaching. It reflects on the evidence from the teachers who worked on the project as well as theoretical insights to underscore the significance of grammar in literacy development. Emphasising a descriptive view of grammar, the chapter reiterates the call for its integration into broader literacy instruction – as seen from the benefits derived from the teachers and their students. Authentic Asian texts are highlighted as pivotal resources. The chapter also addresses key challenges in implementing this approach, offering strategies for effective integration. Ultimately, it aims to equip educators with the knowledge and tools to foster deeper student understanding of grammar, enriching their literacy development.