Using Grammar Dimensions to Transform Multilingual Teachers From Rule Repeaters to Reason Givers

Abstract

ABSTRACT This study examines a reconceptualized approach to grammar addressing fundamental gaps in multilingual teacher preparation. Traditional rule‐based training has historically prepared teachers to give prescriptive responses that shut down student inquiry rather than to reason about grammatical patterns in context. Drawing on functionalist conceptions of language, in particular, Larsen‐Freeman and Celce‐Murcia's Grammar Dimensions framework of form, meaning, and use (henceforth FMU) (2016), we designed a 13‐week MTESOL subject repositioning FMU as potential transformative knowledge for specialist grammar teachers. The subject integrated theoretical development with pr..