The fall and rise of grammar in the Australian English curriculum: factors in a continuum of change

This paper traces the shifting role of grammar in the Australian English curriculum, examining historical, pedagogical, and policy-driven factors that have influenced its inclusion and exclusion over time. It explores how grammar instruction has moved along a continuum—from traditional prescriptive approaches to functional and discourse-based models—reflecting broader educational trends and ideological shifts. The study analyzes curriculum documents and reform initiatives, highlighting tensions between linguistic theory, classroom practice, and national standards. Bernard argues for a balanced integration of grammar that supports language awareness and literacy development. The paper contributes to ongoing debates about grammar’s place in English education and offers insights into curriculum design responsive to evolving linguistic and educational needs (AI generated abstract, Copilot)