Department of Teaching, Learning and Teacher Education


Date of this Version


Document Type



The Nebraska Educator 1 (2014), pp. 32-39.


Copyright © 2014 University of Nebraska-Lincoln


We know little about how teachers teach grammar in the public school context. This qualitative study explores public middle school teachers’ grammar instruction in today’s diverse classrooms. An instrumental case study design was employed to provide a broad description of two ELL middle school teachers’ grammar teaching. Analysis of the multiple data sources revealed how ELL teachers orchestrated grammar teaching, which is explored in themes within each case. Based on the findings that emerged in cross-case analysis, similarities and differences between two cases are also discussed. The particularities of these two in-service teachers’ grammar teaching provide insight to all language-teaching professionals regarding the factors that impact ELL teachers’ thinking and practice. Such insight holds particular importance for teacher educators who need to better understand how in service teachers think about and teach grammar in order to guide and develop such thinking into their practice.