EDUC90587 Grammar for Language Teachers
The Complete Study & Assessment Guide · S2 2026EDUC90587 Overview
- Faculty of Education
- Semester 2, 2026
- graduate coursework
- 12.5 points
- a language-teacher education subject
EDUC90587 Grammar for Language Teachers covers grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching. It is taught within Faculty of Education. It is graduate coursework. It carries 12.5 points.
- Grammar is patterned choice Forms realise meanings in context rather than functioning as isolated correctness rules.
- Levels interact Word and phrase choices build clauses, while clause patterns organise larger texts and discourse.
- Description precedes correction Teachers need to identify what a learner is doing before deciding whether and how to intervene.
- Pedagogy needs evidence Contrasting authentic examples reveal distribution, register and communicative effect better than rule recitation alone.
How EDUC90587 is assessed
| Component | Weight | Format |
|---|
The University has not yet published the 2026 assessment weights and dates for this subject in the openly available materials. No assessment structure is inferred from older or generic resources — the current assessment table is available on the subject's LMS page.
Current EDUC90587 dates
| Date | Item | Control |
|---|---|---|
| To be confirmed | Assessment dates | Confirm in the live LMS. |
Dates are as published in the current course materials. Confirm exact deadlines and submission settings in the live LMS.
What EDUC90587 covers
The sequence opens at Language Levels and Dimensions, develops its central analytical shift in Clause Structure, Process and Participants, and closes with Grammar Pedagogy with Authentic Texts.
Language Levels and Dimensions
language level · form · function · locate a feature and trace its effects across levelsDefine language level
The course material gives this chapter a concrete anchor: Module 1 establishes levels and dimensions for systematic language analysis.
- Language level
- Form
- Function
- Applying language level
- Limits of form and function
Grammars, Rules and Teacher Knowledge
descriptive grammar · prescriptive grammar · pedagogical grammar · compare descriptive, prescriptive and pedagogical claimsDefine descriptive grammar
The course material gives this chapter a concrete anchor: Module 2 contrasts conceptions of grammar and their teaching consequences.
- Descriptive grammar
- Prescriptive grammar
- Pedagogical grammar
- Applying descriptive grammar
- Limits of prescriptive grammar and pedagogical grammar
Words, Categories and Morphology
word class · morpheme · derivation · classify words using morphology, distribution and functionDefine word class
The course material gives this chapter a concrete anchor: Module 4 begins subsentential grammar with terminology and word-level evidence.
- Word class
- Morpheme
- Derivation
- Applying word class
- Limits of morpheme and derivation
Phrases, Groups and Experiential Meaning
noun group · verb group · circumstance · segment groups and connect structure to experiential meaningDefine noun group
The course material gives this chapter a concrete anchor: Module 4 develops structure below the clause and its role in construing experience.
- Noun group
- Verb group
- Circumstance
- Applying noun group
- Limits of verb group and circumstance
Clause Structure, Process and Participants
clause · transitivity · finite · analyse clause constituency and experiential rolesDefine clause
The course material gives this chapter a concrete anchor: Module 5 moves to sentential grammar and clause-level patterning.
- Clause
- Transitivity
- Finite
- Applying clause
- Limits of transitivity and finite
Clause Relations and Complex Sentences
clause complex · coordination · subordination · analyse how clauses combine to sequence and qualify claimsDefine clause complex
The course material gives this chapter a concrete anchor: The sentential module connects clause relations with reasoning and textual flow.
- Clause complex
- Coordination
- Subordination
- Applying clause complex
- Limits of coordination and subordination
Cohesion, Theme and Suprasentential Grammar
theme · cohesion · reference chain · trace information flow and cohesion beyond the sentenceDefine theme
The course material gives this chapter a concrete anchor: Module 6 explicitly extends analysis above the sentence.
- Theme
- Cohesion
- Reference chain
- Applying theme
- Limits of cohesion and reference chain
Spoken and Written Grammar in Context
register · spoken grammar · written grammar · compare spoken and written patterns without deficit assumptionsDefine register
The course material gives this chapter a concrete anchor: Later modules contrast spoken interaction and written grammatical resources.
- Register
- Spoken grammar
- Written grammar
- Applying register
- Limits of spoken grammar and written grammar
Grammar Pedagogy with Authentic Texts
noticing task · consciousness raising · genre · design noticing, guided analysis and production from authentic textDefine noticing task
The course material gives this chapter a concrete anchor: The subject overview and applied materials connect analysis to language-teaching decisions.
- Noticing task
- Consciousness raising
- Genre
- Applying noticing task
- Limits of consciousness raising and genre
It is positioned as a language-teacher education subject.
The subject uses authentic learner, spoken and written texts to connect grammatical description with contextualised pedagogy.
The University has not yet published the complete 2026 assessment weighting for EDUC90587 in the openly available materials.
The available 2026 materials do not publish a current assessment table; confirm components and weights in the live LMS.
The operational assessment conditions matter here.
No current final-task mode was available in the openly available 2026 materials; confirm it in the live LMS.
What makes EDUC90587 demanding is concrete: explaining grammatical choice precisely enough to support learning while preserving context, register, variation and the learner's communicative purpose
No current hurdle or pass-condition table was available in the openly available 2026 materials; confirm all requirements in the live LMS.
For enrolment planning, Confirm current eligibility in the 2026 Handbook; the official page is the authority.
The sequence opens at Language Levels and Dimensions, develops its central analytical shift in Clause Structure, Process and Participants, and closes with Grammar Pedagogy with Authentic Texts.
Worked example · free
Explain a grammatical contrast
- 1Identify time reference and verb group.
- 1Acknowledge that the message is intelligible.
- 1Contrast present and past choices in context.
- 1Elicit a new sentence in the same narrative.
Key terms
- Language level
- Analytical scale such as word, phrase, clause, sentence, text or discourse. This chapter uses the concept when students locate a feature and trace its effects across levels.
- Form
- Observable linguistic pattern or structure. It helps explain the reasoning required to locate a feature and trace its effects across levels.
- Function
- Work a linguistic choice performs in construing meaning or interaction. Its limit matters because the same string can serve different functions in different contexts.
- Descriptive grammar
- Account of how language is patterned in actual use. This chapter uses the concept when students compare descriptive, prescriptive and pedagogical claims.
- Prescriptive grammar
- Rules promoting selected forms as correct or preferred. It helps explain the reasoning required to compare descriptive, prescriptive and pedagogical claims.
- Pedagogical grammar
- Learner-oriented explanation designed for a particular instructional purpose. Its limit matters because frequency does not alone determine appropriateness in every genre.
- Word class
- Category such as noun, verb, adjective or adverb defined through distribution and function. This chapter uses the concept when students classify words using morphology, distribution and function.
- Morpheme
- Smallest meaningful or grammatical unit in a word. It helps explain the reasoning required to classify words using morphology, distribution and function.
- Derivation
- Word formation that creates a new lexeme or category. Its limit matters because dictionary labels can shift when a word is used in a new construction.
- Noun group
- Head noun with determiners, modifiers and qualifiers functioning as a participant expression. This chapter uses the concept when students segment groups and connect structure to experiential meaning.
- Verb group
- Lexical verb with auxiliaries expressing process, tense, aspect, modality or voice. It helps explain the reasoning required to segment groups and connect structure to experiential meaning.
- Circumstance
- Element adding information such as time, place, manner or cause. Its limit matters because different grammar traditions use group and phrase labels differently.
- Clause
- Grammatical unit organising a process with participants and circumstances. This chapter uses the concept when students analyse clause constituency and experiential roles.
EDUC90587 FAQ
Where is the hardest reasoning in Grammar for Language Teachers?
Explaining grammatical choice precisely enough to support learning while preserving context, register, variation and the learner's communicative purpose. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
How does assessment work in Grammar for Language Teachers?
The 2026 assessment table has not yet been published in the openly available materials; confirm components and weights in the live LMS. The format of the final task has not yet been published; confirm it in the live LMS.
What should a student check before enrolling in Grammar for Language Teachers?
Current eligibility requirements are available in the 2026 Handbook. This resource covers Semester 2, 2026. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
Which teaching period does this Grammar for Language Teachers resource cover?
It is aligned to Semester 2, 2026; confirm your enrolled class and timetable in the current institutional system. Assessment dates: to be confirmed — the current dates are available in the live LMS. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
Where should current dates for Grammar for Language Teachers be confirmed?
Assessment dates: to be confirmed — the current dates are available in the live LMS. Confirm any change and the exact submission setting in the live LMS. The 2026 assessment table has not yet been published in the openly available materials; confirm components and weights in the live LMS.
Who controls the official rules for Grammar for Language Teachers?
The university does. This is an independent EDUC90587 study resource; current institutional instructions remain authoritative for assessment operation. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
Questions students ask in each EDUC90587 chapter
- Which evidence helps students locate a feature and trace its effects across levels?
- Locate a feature and trace its effects across levels. Module 1 establishes levels and dimensions for systematic language analysis. Analytical scale such as word, phrase, clause, sentence, text or discourse. This chapter uses the concept when students locate a feature and trace its effects across levels. Chapter 01 · Language Levels and Dimensions
- Which common basis lets a student compare descriptive, prescriptive and pedagogical claims?
- Compare descriptive, prescriptive and pedagogical claims. Module 2 contrasts conceptions of grammar and their teaching consequences. Account of how language is patterned in actual use. This chapter uses the concept when students compare descriptive, prescriptive and pedagogical claims. Chapter 02 · Grammars, Rules and Teacher Knowledge
- What belongs in the structure used to classify words using morphology, distribution and function?
- Classify words using morphology, distribution and function. Module 4 begins subsentential grammar with terminology and word-level evidence. Category such as noun, verb, adjective or adverb defined through distribution and function. This chapter uses the concept when students classify words using morphology, distribution and function. Chapter 03 · Words, Categories and Morphology
- How does noun group help a student segment groups and connect structure to experiential meaning?
- Segment groups and connect structure to experiential meaning. Module 4 develops structure below the clause and its role in construing experience. Head noun with determiners, modifiers and qualifiers functioning as a participant expression. This chapter uses the concept when students segment groups and connect structure to experiential meaning. Chapter 04 · Phrases, Groups and Experiential Meaning
- Where should the reasoning begin when students analyse clause constituency and experiential roles?
- Analyse clause constituency and experiential roles. Module 5 moves to sentential grammar and clause-level patterning. Grammatical unit organising a process with participants and circumstances. This chapter uses the concept when students analyse clause constituency and experiential roles. Chapter 05 · Clause Structure, Process and Participants
- Where should the reasoning begin when students analyse how clauses combine to sequence and qualify claims?
- Analyse how clauses combine to sequence and qualify claims. The sentential module connects clause relations with reasoning and textual flow. Two or more clauses linked through dependency and logico-semantic relation. This chapter uses the concept when students analyse how clauses combine to sequence and qualify claims. Chapter 06 · Clause Relations and Complex Sentences
- Where does the chain begin when students trace information flow and cohesion beyond the sentence?
- Trace information flow and cohesion beyond the sentence. Module 6 explicitly extends analysis above the sentence. Clause-initial point of departure that helps organise a message. This chapter uses the concept when students trace information flow and cohesion beyond the sentence. Chapter 07 · Cohesion, Theme and Suprasentential Grammar
- Which common basis lets a student compare spoken and written patterns without deficit assumptions?
- Compare spoken and written patterns without deficit assumptions. Later modules contrast spoken interaction and written grammatical resources. Configuration of language choices associated with field, tenor and mode. This chapter uses the concept when students compare spoken and written patterns without deficit assumptions. Chapter 08 · Spoken and Written Grammar in Context
- Which constraints shape the work needed to design noticing, guided analysis and production from authentic text?
- Design noticing, guided analysis and production from authentic text. The subject overview and applied materials connect analysis to language-teaching decisions. Activity directing learner attention to a meaningful linguistic pattern in use. This chapter uses the concept when students design noticing, guided analysis and production from authentic text. Chapter 09 · Grammar Pedagogy with Authentic Texts
How to prepare for the assessments
Retrieve the course map, practise the recurring method—locate a language feature at word, phrase, clause, sentence, text and discourse levels, connect form to meaning and context, test the account against contrasting evidence, and design a teachable explanation—on changed scenarios, and verify every operational assessment detail in the live institutional system.
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