How Teachers Enhance Reading by Blending in Grammar

Abstract

Reading is a gateway to a world of knowledge and power. However, the language of academic texts is complex in linguistic structure and dense in ideas. For that reason, reading can be an agony for language learners if they do not receive any support. To explore how teachers foster reading by implementing the teaching of grammar, the authors focused on two high school English as a Second Language teachers’ thinking and practice. Interpretation of the data revealed that teachers’ execution of grammar instruction was influenced by the major factor of timing, which was explored in three main common themes within each case. Based on the emerging findings, the authors discuss the differences and similarities between teachers in their attempts to increase student reading comprehension by strategic approaches to grammar teaching. Within the conclusion, the implications of the study are also highlighted.

Keywords: Teacher thinking; grammar; reading; ELL

DOI: 10.7176/JEP/10-15-04

Publication date:May 31^st 2019