Vol. 11 Winter 2008 39 Changing approaches to teaching grammar Sheena Gardner This paper describes the philosophy and practice of a course which explores why teachers might wish to change their approach to teaching grammar, and how they might do so. It emphasises that change should occur on three levels – materials, actions and beliefs – and suggests ways in which this could be done by teacher educators, or by groups of teachers engaged in autonomous professional development. Why change? In many parts of the world, English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. When asked why this is happening, English teachers studying in the UK answered as follows:  A new series of textbooks was introduced, and we had to use them.  I noticed that children in my class can do the grammar exercises, but they don’t use this grammar well if they want to say something for themselves.  I wanted the children in my class to enjoy grammar more. Most of them don’t like rules very much. They find them boring.  I was very good at English at school, but when I came to England I couldn’t understand what people said, and I often didn’t know what to say.  In my country we need better English to develop international business contexts.  In my country we want to expand tourism, so the government wants more people to be able to be able to use English to speak to tourists from many countries.  My department head studied in England and she taught us all about the communicative approach.  The Ministry of Education told us we have to change the way we teach. Interestingly, in some countries there is change towards teaching English grammar more explicitly, and with more of a focus on form. In this paper I shall assume the intended change is towards a more communicative use of English, but the principles of bringing about change would readily transfer to other contexts. Levels of change: Materials, approaches and beliefs Just as there are many different reasons for change, so too are there many different kinds, or levels, of change that can take place. Three important levels of change are: a) Materials, text books, and syllabus: For example, the prescribed textbook might change; b) Teaching behaviour: A new methodology might be adopted; and c) Knowledge, Understanding and Belief: A new approach, or philosophy might gain acceptance. It is possible for change to occur in any one of these, or in any two of these levels, but full and meaningful change involves ALL THREE working together. So, how can this happen? In my course on teaching grammar, I use a range of strategies to try and bring about change on all three levels. First, teachers survey and compare a wide range of materials and resources for teaching grammar so that they learn to identify and critique different syllabuses and activities. Second, they are required to teach a range of activities to their peers. They are given not only the materials to use with the ‘students’, but also a step by step procedure which states what they should do and say. Many experienced teachers find this hard because they have to change their teaching behaviour. For example, they may be used to telling students rules, but the instructions might be to ask specific questions so that the students tell the teacher the rules in their own words. In this way, teachers on the course experience not only how to teach the activities, but also what it feels like to be a student in such classes. Following the microteaching, we reflect on the experience, what we’ve learned, what worked, what issues arose and why. Third, we read and discuss research and theories about teaching and learning grammar to develop an understanding of concepts, processes and issues related to how grammar is learned. In