Investigating Dutch Teachers' Beliefs on Working with Linguistic Metaconcepts to Improve Students' L1 Grammatical Understanding

Autor/inn/en	van Rijt, Jimmy H. M.; Wijnands, Astrid; Coppen, Peter-Arno J. M.
Titel	Investigating Dutch Teachers' Beliefs on Working with Linguistic Metaconcepts to Improve Students' L1 Grammatical Understanding
Quelle	In: Research Papers in Education, 37 (2022) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Rijt, Jimmy H. M.) ORCID (Wijnands, Astrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1784258
Schlagwörter	Native Language; Grammar; Teaching Methods; Native Language Instruction; Indo European Languages; Intervention; Curriculum Development; Teacher Attitudes; Linguistic Theory; National Surveys; Concept Formation; Context Effect; Language Teachers; Secondary School Teachers; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Native language education; Muttersprachlicher Unterricht; Indoeuropäisch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Linguistische Theorie; Concept learning; Begriffsbildung; Language teacher; Sprachunterricht; Ausland; Niederlande
Abstract	L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers' beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students' grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers' views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01