Recently introduced to the UK schools’ curriculum, so-called ‘SPaG’ tests have already raised serious concerns amongst both parents and teachers. Children as young as four are embarking on their literacy journey enduring soul-destroying grammar tests. Children who may not be able to read or write with ease, are being forced to tackle compulsory grammar drills. Surely I am not the only one questioning what the pros are of a school curriculum which puts emphasis on complex grammar at such a young age?
SPAG tests (short for Spelling Punctuation and Grammar) test these areas in children aged five and eleven. However, parents and teachers are very worried that since May 2013 when the tests began, they have seen signs that show the new tests are age-inappropriate and can impact on a child’s confidence significantly if they don’t perform well. According to Espinoza, 2016 (Education Editor for The Telegraph) teachers reported that even bright pupils weren’t able to finish the test and the stress of the tests alone reduced the children to tears on several occasions.
One of the major problems with the Government’s imposition of grammar tests lies within the fact that even for linguists the concept of ‘a standard grammar’ isn’t easy to define. Although opinions can differ among linguists, it is believed that Standard English is a dialect which is understood by many and associated with education and prestige (see Crystal, 1995). In contrast there are many varieties and forms of English including different accents and dialects (see Trudgill, 1979) which people use more in the context of speaking. On reflection it seems ludicrous that children aged four are expected to be able to differentiate between the uses of Standard and non-Standard English.
Furthermore, many linguists believe that the benefits of teaching and reinforcing grammar remain unclear. According to Myhill (2011) there is very little evidence so show that teaching grammar aids children’s writing skills therefore what is the point in putting children through additional stress and essentially ruining their long-term relationship with literacy?
Having studied the new SPAG tests which were sat by five-year-olds and eleven-year-olds this year, I think it is clear that the Government’s expectation of primary school aged children is way too high. Children are expected to label complex grammatical terms, such as ‘fronted adverbials’, ‘relative clauses’ and ‘the subjunctive’ a task which a handful of students in my final year English Language seminar group struggled with when faced with a past paper from this year. It comes to something when professionals in education begin to rip the test apart. Michael Rosen (Children’s Author and Poet) slated the new SPaG test in a letter to the then Secretary of State for Education, Nicky Morgan. He pointed out that there isn’t always one correct answer in grammar and the new SPAG test doesn’t adhere to this. Many of the questions are vague and there could be more than one answer but the mark scheme doesn’t address this – this is a major issue.
On the other side of the grammar tests debate, Gwynne, 2013 (a self taught teacher) argues that having good grammar guides our decision making and additionally leads to happiness. In my opinion Gwynne’s view is very controversial and he lacks evidence for his claim that grammar can lead to happiness. However some linguists do believe that grammar provides the foundations of English Language. This implies that without understanding the rules of grammar, you can’t fully exploit the richness of English (see Crystal, 2004). Crystal highlights the reasons why grammar can help everyone – not just teachers of English. Similarly, Wyse, 2013 (Professor of Primary Education at University College London) also believes teaching children grammar is highly important and beneficial. He believes it is beneficial to their language use and that it plays a key role in children’s understanding of their social and cultural environment.
It is clear that grammar is essential to the English language and in my opinion the teaching of grammar is important in a child’s education. However, grammar tests are not necessary- they just give another reason for children, parents and teachers to worry unnecessarily.
EMILY PATERSON, English Language undergraduate, University of Chester, UK