Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration

The integration of grammar instruction into academic reading and writing classes is an area of difficulty for many ESL instructors. This is compounded by the various theories of second language acquisition and the different pedagogies they advocate. Furthermore, much of the pedagogical grammar literature does not discuss grammar teaching in the writing class. Despite the difficulties, it is important for ESL students to receive grammar instruction in their composition classes in order to improve their written language production in content classes. This thesis provides a possible solution to the problem of integrating grammar instruction with the teaching of academic reading/writing. The thesis examines different theories of second language acquisition and methods of grammar instruction to evaluate which may be most usefully integrated in composition classes. A selection of commonly used grammar textbooks is then reviewed in light of these methods and to provide further insight into the obstacles instructors encounter in the process of including sufficient grammar instruction in the composition class. The thesis then proposes a framework and demonstrates a sequence that is based on the current research literature, and seeks to facilitate integration of grammar instruction with content in an academic reading and writing class.