Two new volumes—both with the word ‘grammar’ in the title. Both written by active teachers and teacher trainers. Both aimed at practising teachers and/or teacher trainers rather than academics. Both are the first book for the two authors (although both have got numerous articles to their name, and Selivan is also an active blogger—cf. http://leoxicon.blogspot.com). Both are written in the wide CLT tradition, and as such adhere to the ‘meaning first’ principle (before any reflection on form), and are generally use-oriented and relatively light on metalinguistic considerations. And, unsurprisingly, both are descriptive rather than prescriptive in their overall approach. All of the above is a nice enough set of coincidences, but the really intriguing parallels between the two volumes lie somewhere else still. Before exploring them more thoroughly, let me first describe the structure and contents of the two books in some detail. Selivan’s volume is the most recent in a series of Cambridge Handbooks for Language Teachers and its design follows the familiar format of these publications. It opens with a brief but dense introductory theoretical chapter, where Selivan calls on a very powerful theoretical apparatus, including seminal contributions in corpus analysis, the lexical approach, lexical priming theory, complexity theory, and usage-based theory of language acquisition to justify his stance. This is followed by ten practical chapters, each of which contains around ten activity descriptions, all aimed at—as the book’s subtitle promises—teaching lexico-grammatical chunks and exploring language patterns. The majority of the activities are pitched at A2+ level or higher and are designed with teenage or (young) adult learners in mind, but there are a few beginner-level activities, some of which are suitable for primary-school learners. Each activity description includes an outline, target learner language level, time to be allocated in the classroom, information on any prior preparation needed, and a full in-class sequence of steps to be taken. Also included are suggestions for variation(s) and/or follow-ups. Many of the activities require access to a device with an internet connection (but not necessarily in class, as many activity variations include alternative homework suggestions).
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