To become a better teacher of English one must first become a better user of English. That is what, in general, this article “Structuring Language Instruction to Advance Stalled English Learners,” is saying. The importance of knowledge of the language’s internal workings might not be apparent to us, as native English speakers, but it is true to say that we take all these things for granted. They do, however, make sense to us when we start to think about them, because we are so proficient in the language. This is, therefore, and important part of the foundation for learning to be a fluent language speaker.
In order to incorporate grammar learning into my teaching, I would like to be able to techniques from literary linguistics teaching. That is, reading and analysing literary passages for the linguistic elements of the sentences and paragraphs. It is certainly more interesting to the students to be able to put their learning into context, and a context that they are interested in.
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"Structuring Language Instruction to Advance Stalled English Learners".
By placing the learning into context, it is more likely that the learner will engage with the more abstract ideas, helping them to more easily become creative thinkers. Showing a student how some of their favourite writing can be broken down into elemental parts, and showing them ways of changing and playing with these rules, I believe, will allow them to learn the rules more quickly and efficiently. They say rules are there to be broken, and I would suggest that broken rules can help us to understand the rules in the first place.
