| Explicit grammar instruction has gone in and out of fashion as a component of English as a Second Language (ESL) classes, but pedagogical grammar courses have remained a stable requirement in the preservice preparation of ESL teachers. The goal of this research was to analyze the content of pedagogical grammar courses in MA TESOL programs in the United States to determine the degree to which these courses are consistent with current approaches to preservice teacher education such as the promotion of reflective practice and the understanding that all teaching is situated in a context. While results showed that pedagogical grammar courses focus primarily on the declarative knowledge needed to teach English grammar to non-native speakers, analysis of course descriptions, syllabi, interviews of instructors and a survey provided some evidence of reflective practice and opportunities for preservice teachers to contextualize their pedagogical grammatical knowledge. |
