Grammar as a Meaning‐Making Resource: Fostering Meaningful, Situated Literacy Development

ABSTRACT This paper reports on an action research study that focused on reconceptualizing grammar within English Language classrooms in Singapore as a dynamic and contextually situated resource for meaningful literacy development. Departing from conventional perceptions of grammar as a rigid set of rules, the study endeavors to position it as a flexible and empowering tool that enables learners to effectively construct and convey meaning. Additionally, the study placed deliberate emphasis on grammar as a meaning‐making resource in authentic Asian texts, acknowledging the significance of context in language learning. The aim was to underscore the contextualized nature of language practices, viewing the learning of meaning‐making resources of grammar as essential in language skill development, particularly in text interpretation, in the hope of enhancing literacy among learners. Existing research served as the foundation of the study, highlighting the pivotal role of grammar in literacy development and text interpretation. The study employed an action research methodology characterized by a cyclical process of planning, acting, observing, reflecting, and revising. The data comprised teacher‐designed materials, teacher‐written reflections, and interviews involving 10 teacher‐collaborators from four primary and secondary schools in Singapore. Key findings underscored the intrinsic link between grammatical choices and the nuanced meanings they convey, and in so doing reveal the crucial role of grammar in comprehending language intricacies.