Grammar teaching has been a constant issue of debate in English as a second language (ESL) and English as a foreign language (EFL) circles. This debate was intensified with the rise of Communicative Language Teaching (CLT). Under the hegemony of this approach, explicit grammar teaching has been underemphasized. We argue that this underemphasis is symptomatic of neoliberalism. Employing Antonio Gramsci’s conception of grammar, we more specifically suggest that lack of exposure to explicit grammar teaching is detrimental to obtaining a deep understanding of the English language and its literature. Being denied access to a direct discussion of English grammar, learners suffer from a deficit that makes it difficult for them to become critical readers and users of English grammar rules. In particular, we focus on the role of explicit grammar teaching in the context of teaching literature and conduct a small-scale empirical study to validate our claims. We hope that our analysis will help revive interest in critical and dynamic grammar and/through literature teaching
Mahmoud Zidan, Sharif Alghazo
Grammar teaching, Gramsci, Literature.