Teachers' concepts on the teaching of grammar in relation to the teaching of writing in Spain

A case study


  • Anna Camps
  • Xavier Fontich




grammar teaching, implicit/explicit grammar, metalinguistic activity, teacher’s concepts, writing


This article presents the results of a study conducted in Spain concerning a secondary school teacher's conceptualizations of grammar teaching and its relation to writing. Concepts are considered of the utmost importance when confronting any educational change. In dealing with the controversial issue of the role played by grammar in learning to write, the authors defend their positioning of the debate around the concept of metalinguistic activity as a source of grammar learning rather than the notion of an implicit/explicit grammar dichotomy. A number of studies have deemed the former as a promising avenue for research. Some preliminary results concerning Carla's concepts show that she combines ideas of implicit grammar and explicit grammar with an incipient awareness of the importance and possibilities of promoting metalinguistic activity. This implies that while awareness of metalinguistic activity can anchor the re-orienting of classroom practices towards reflection within planned activities designed by the teacher and intended to promote students' autonomy and awareness, it is a much-needed process of structuring by means of which teachers enhance this perspective.




How to Cite

Camps, A., & Fontich, X. (2019). Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study. L1-Educational Studies in Language and Literature, 19(2), 1–36. https://doi.org/10.17239/L1ESLL-2019.19.02.02