Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to
meet high standards.
Name of Artifact: Article Critique #1: Grammar Instruction
Course/Source: SPA 612 - Options in the Teaching of Grammar
Rationale:
The first artifact I chose to represent Standard Two, Learning Differences, is an article critique I
completed for SPA 612 - Options in the Teaching of Grammar. For this critique I read,
analyzed, and reflected upon the article “"When Grammar Instruction Undermines Cohesion in
L2 Spanish Classroom Discourse" written by Paul Toth in The Modern Language Journal. This
assignment required me to search various databases and journals to find an academic article
about aspects of teaching and learning grammar that interested me and was applicable to my
classroom. I then had to write a three-page summary and reaction of the article focusing on the
importance it had in informing teachers about grammar learning and instruction.
This document contains both a summary of the article and my reaction in two separate parts.
The document begins with an explanation of the first portion of the article focusing on grammar
instruction and how teachers perceive it. It also discusses the difference between explicit and
implicit grammar instruction in the classroom. I continue this explanation with my reactions and
opinions in regards to grammar instruction. The critique continues on to discuss the second
portion of the article, which focuses on a case study that investigated the differences in grammar
comprehension between explicit grammar days and implicit conversation days. I end the
assignment with my reaction to the case study.
I chose to use this artifact as part of Standard Two because it shows that I understand the various
needs of my students, have identified multiple approaches to teaching and learning grammar, and
try to design lessons based on those differences. I have taken the information from this article
and utilized it in my classroom to make each student aware of their strengths and learning styles
so that all students can achieve at high levels and comprehend the material. It also demonstrates
my ability to recognize that not all students learn in the same way or at the same pace and
therefore I as a teacher need to understand and adapt while instructing. I think that it is very
important to blend grammar days and conversation days when teaching grammatical concepts, as
suggested in the article (Toth, 2004). This ensures that students learn the material naturally
through conversation, but teachers also reinforce it explicitly for those students that were unable
to grasp the material when taught implicitly. Although I do think that some students can learn
grammar through communicative activities, I also believe that there are positive benefits to
formal instruction such as promoting quicker acquisition of the L2 (Ellis, 2002). I am a firm
believer that I need to do whatever it takes to ensure that my students are engaged in the material
and are able to comprehend and retain the information. As stated in the article and my reaction
to it, I believe that teaching grammar requires a strong balance between implicit communicative
task-based activities and explicit formal grammar instruction (Ellis, 2002) so that all students can
learn and develop the skills being taught.
This artifact contributed to my professional growth because it validated and solidified my beliefs
about grammar instruction in the classroom. I has always questioned my beliefs about teaching
grammar due to the beliefs of the county I work in, but after reading this article and a few others
in the process of selecting this article to critique, I was able to conclude that I am in fact doing
what is best for my students by teaching grammar in a variety of ways. From this article critique
I realized even more the importance of recognizing learning differnces so that all students are
included and are able to succeed.
References
Ellis, R. (2002). The Place of Grammar Instruction in the Second/Foreign Language Curriculum.
In E. Hinkel, & S. Fotos (Eds.), New perspectives on grammar teaching in second
language classrooms (pp. 17-34). New York, NY: Routledge.
Toth, P. (2004). When Grammar Instruction Undermines Cohesion in L2 Spanish Classroom
Discourse. The Modern Language Journal, 88, 14-30.