IMO Feature: Cognitive Linguistics in the English Classroom Secondary Cognitive Linguistics in the English Classroom New Possibilities for Thinking about Teaching Grammar Marcello Giovanelli explores ways of embodying grammatical relationships in the classroom to help students get to grips with the significance of grammar. Grammar and language in the classroom There has never been a better time to think about the practice of teaching grammar. The arrival of Key Stage 2 SPaG tests has heralded a debate about the value of testing young people on their ability to identify formal parts of speech, and has, predictably, resulted in a new wave of teaching resources and materials from educational publishers. On the other hand, recent research (Myhill et al. 2012) has for the first time shown that it is possible to draw some connection between contextualised, embedded grammar teaching and a sustained improvement in children's writing. This kind of teaching emphasises a movement away from a 'deficit model' of grammar teaching towards an enabling, facilitating and motivating pedagogy of language awareness that functions beyond the mere servicing of particular political ideologies. Yet in many ways, one of the biggest surprises NATE Teaching English ; Issue 3 61