Opciones

Most of the literature concerning teachers’ preparedness to teach grammar seems to be centred on student teachers and beginning teachers. However, student and beginning teachers go on to become established and long-term teachers. There is little indication in the literature about whether, with time, teachers of English learn more grammar, or whether, after years of teaching practice, they are still unsure of

their personal grammar knowledge and their confidence to teach grammar effectively.

Deficiencies pertinent to this study have been identified in the literature as follows:

 There is a lack of professional development and a lack of effective resources for teachers, and even where these exist, there is little information available to currently practising teachers (Andrews, 2003; Huddleston, 2010; Lê et al., 2011; Wang 2010). This study will culminate in a professional development program for both current teachers and for new teachers beginning work at the English teaching institute involved in this study.

 There are currently no mechanisms to assess the linguistic knowledge of teachers (in Australia) (Hudson, 1998; Kömür, 2010; Lê et al., 2011). This study will ascertain the specifics that are lacking in the grammar knowledge of a group of teachers from an English language teaching centre within an Australian university.

 There is a difference between our ability to use grammar effectively and our knowledge of it (Alderson et al., 1996; Andrews, 1999; Lê et al., 2011; Louden & Rohl, 2006). The professional development program resulting from this study will address teachers’ lack of grammar knowledge and their ability and confidence to teach grammar effectively.

 One of the respondents in the Lê study suggested that one-off methods do not work and that someone should come to the school for a period of six months or so to promote whole school involvement (Lê et al., 2011). These prolonged periods would result in the development of skilfulness among teachers (Ur, 1988). The professional development program resulting from this study will provide exactly that kind of sustained on-going in-house professional development.

 More serious and substantial research to investigate the real grammatical awareness of teachers is needed (Andrews, 1999; Lê et al., 2011). This study is one vehicle to ascertain actual awareness or lack of awareness of specific grammar items among teachers at the English teaching centre chosen for this study.

 Workshops should be provided for current teachers and grammar should be more explicitly dealt with in teacher education courses (Hudson & Walmsley,

2005; Lê et al., 2011). Running of workshops or professional development is the aim of this study. If professional development can be demonstrated to be successful, teacher education professionals could be encouraged to provide more sustained grammar teaching or to increase grammar awareness as part of their courses.

 Teachers believe that they should have good linguistic awareness, and that grammar is an important segment of literacy teaching; teachers are keen to learn more about grammar and grammar teaching strategies (Andrews, 2007; Johnston, 2010; Lê et al., 2011). The professional development program resulting from this study will give teachers ample opportunity to develop good linguistic awareness.

Research conducted by Lê et al. (2011) consisted of an investigation into primary school teachers’ grammar awareness, whereas this study specifically included specialist English teachers working within the context of an English language teaching centre embedded within an Australian university. The teachers in the current study dealt with adult international students, whereas the respondents in the Lê study were teachers of primary school children. Although the populations of Lê’s study and this study were not the same, and entry requirements into the two areas of the profession are different, there is a certain similarity between the two, as, in Australia, both populations have been subject to a dearth of grammar in their own personal schooling and in their preparation programs to become teachers. The current study sought to build on the findings of Lê et al. and some of the other authors examined in this review. The literature does not show that any professional development program has been produced for teachers based on the gaps in their personal grammar knowledge. This is the ultimate aim of the current study.

2.10 Conclusion

The surveyed literature leads to the conclusion that over the past fifty years or so, in fact since the Dartmouth Conference of 1966, teachers have not been well prepared for the teaching of grammar in English programs aimed at domestic students or in TESOL programs aimed at international students. Furthermore, academics are advocating for the teaching of grammar which would not be as

prescriptive as it was in times past, but would be more accepting of variations. Nevertheless, current teachers actually need to be taught grammar in more in- service programs if the Australian Federal Government’s desire to include serious grammar study in the new Australian Curriculum is to be successful. Furthermore, specialist TESOL teachers would seem to be in a similar situation to teachers of children in regular schools as far as grammar knowledge is concerned, as the CELTA course (basic entry requirement into TESOL teaching) does not provide depth of knowledge regarding grammar. TESOL teachers need much more knowledge and confidence to impart the grammar required for international students to learn English effectively in order for them to become successful communicators in English, and in order for them to feel confident in their teachers’ grammar knowledge.

Furthermore, no studies were identified which showed exactly which grammar items teachers have difficulty understanding and therefore teaching. It is this gap in the literature that this study addresses, at least with regard to a particular group of teachers at an English teaching institute attached to an Australian university. These gaps in teacher knowledge will be translated into a tailored professional

development program in grammar for teachers at the English teaching centre chosen for this study.

The next chapter will examine the methodology that was employed in this study and will indicate how the methodology, approach, design and methods that were used complement the research aim and objectives of this study.