Paradigm shift in grammar: Should ESL classrooms adopt?

• Main Author: Genuino, Cecilia F.
• Format: text
• Published: Animo Repository 2010
• Subjects: English language—Grammar—Study and teaching—Philippines; English language—Study and teaching—Philippines; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/6347
• Institution: De La Salle University

Language is dynamic. Not only in form but also in function does language transform. In grammar, some basic principles in categorizing words are abandoned by some linguistics; yet, some language teachers ESL adopt. This paper provides an overview on the two possible paradigms in the teaching of grammar. Specifically, it will answer the following; (1) how does the traditional paradigm differ from minimalist in terms of taxonomizing words, phrases, and clauses; (2) should the Philippine educational system provide policy to change the pradigms in grammar teaching; (3) should teachers be oriented about the emerging minimalist paradigm? Serving as framework are Chomsky's TGG and Radford's (2005) Minimalist Paradigm. School administrators and faculty members from both government and public educational institutions minimalist paradigm? Preliminary findings seemed to establish the difference between auxiliaries and verbs: two categories which are used interchangeably by traditional English teachers. Concepts like prenominals, pronominals, determiners, complementizers and others were also noted. Educators seemed to suggest the need for revisiting the grammar concepts they have learned.