Weaver, Constance. Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook Publishers, 1996. 288 p.

Constance Weaver argues persuasively for the abandonment of traditional grammar instruction in classrooms at all levels, amassing incredible amounts of research in the structure of language, language acquisition by both native English speakers and speakers of English as a second language, and in reading and writing instruction to support the idea that language learners develop a functional command of the rules of language by using the language, not by drilling endlessly upon its labels and rules. Weaver goes so far as to suggest that grammar instruction can actually inhibit students’ willingness to write and speak by making them overly conscious of the correctness (or incorrectness) of their language usage. “When speakers and writers edit their language production by drawing upon their conscious understanding of the forms of the language, they are using their language monitor . . . may result in somewhat more ‘correct’ language production, but it can also raise the affective filter—one’s mental block against learning from the comprehensible input and taking risks in speaking and/or writing . . “ (Weaver, 50).

The teacher’s role in a classroom devoted to language learning must also change if students are to become comfortable with “risk taking” in language acquisition and development. “Traditionally, the reading of students’ papers has been an ‘error hunt,’ not an attempt to appreciate what the writer has said and how he or she has said it” (75). Weaver supports the teacher’s role to “ . . . serve as an advocate, rather than an adversary: as editor, rather than as critic or judge . . .” (84) by establishing the classroom, at any level, as a reading/writing workshop designed to allow exploration and experimentation and, yes, editing and correction on an as-needed basis, whether that be as individualized help throughout the stages of the writing process, peer-editing suggestions, self-monitored editing and revision through the use of personalized lists of errors to watch for, or by the use of five-to-ten minute mini-lessons taught to the whole group.

Weaver cites and recommends works by L. M. Calkins, Nancy Atwell, and Linda Reif for assistance to middle-school teachers and ends her book with two useful appendices—one of adaptable strategies for the classroom writing workshop, and one offering guidelines for the teaching of grammar within such a context. She also promises a second book—one exclusively of lessons and strategies to support and develop this type of instruction.