Grammar & Features of Language

Research suggests that embedding critical literacy practice within the teaching of other reading and writing skills - for example, grammar analysis and the examination of features of language – is of benefit to children’s overall comprehension surrounding the hidden narratives and power dynamics that exist within both textual and real-life discourses (Comber 2013). Specifically, children’s literature is posited to be a perfect resource for developing both attributes (Jewett and Smith 2003; Shine 2018). For example, teachers could provide lessons on: - word choice; figurative, emotive, persuasive and exclusive language; repetition; signposting; rhetoric and syntax. In doing so, the teacher will draw attention to the techniques used by writers to try and influence and manipulate readers’ interpretations of the text. Having a firm grasp on this will enable the children to assess the legitimacy of what they are reading - acknowledging any stereotypes or biases, and ultimately questioning the extent to which the writer’s beliefs align with their own (Horning 2002; French 2009). Additionally, having a good sense regarding why words are chosen - specifically how they can be used to include and exclude certain parties within society - is crucial to developing a critical standpoint. It may be useful to discuss how word choice makes everyone feel and whether the children think they will all react the same way to the texts. In understanding that everyone will have a unique interpretation based upon their social, cultural and political positioning, children can begin to address the associated broader issues. Ultimately, the more comprehensive knowledge regarding language and compositional aspects a reader has, the more they will understand of the nuances and intentions within text, and the relation to everyday concerns. However, making these links can be difficult and require deeper level processes that must be fostered by teachers (Fisher 2008); which is made even more complicated by a deficiency of content knowledge, and a frequent lack of enthusiasm from educators (Waugh, Warner and Waugh 2019).