Prescriptive grammar is taught in primary and secondary school. The term "grammar school" historically referred to a school (attached to a cathedral or monastery) that teaches Latin grammar to future priests and monks. It originally referred to a school that taught students how to read, scan, interpret, and declaim Greek and Latin poets (including Homer, Virgil, Euripides, and others). These should not be mistaken for the related, albeit distinct, modern British grammar schools. A
standard language is a dialect that is promoted above other dialects in writing, education, and, broadly speaking, in the public sphere; it contrasts with
vernacular dialects, which may be the objects of study in academic,
descriptive linguistics but which are rarely taught prescriptively. The standardized "
first language" taught in primary education may be subject to
political controversy because it may sometimes establish a standard defining nationality or
ethnicity. Recently, efforts have begun to update
grammar instruction in primary and secondary education. The main focus has been to prevent the use of outdated prescriptive rules in favor of setting norms based on earlier descriptive research and to change perceptions about the relative "correctness" of prescribed standard forms in comparison to non-standard dialects. A series of metastudies have found that the explicit teaching of grammatical parts of speech and syntax has little or no effect on the improvement of student writing quality in elementary school, middle school or high school; other methods of writing instruction had far greater positive effect, including strategy instruction, collaborative writing, summary writing, process instruction, sentence combining and inquiry projects. The preeminence of
Parisian French has reigned largely unchallenged throughout the history of modern French literature. Standard Italian is based on the speech of Florence rather than the capital because of its influence on early literature. Likewise, standard Spanish is not based on the speech of Madrid but on that of educated speakers from more northern areas such as Castile and León (see
Gramática de la lengua castellana). In
Argentina and
Uruguay the Spanish standard is based on the local dialects of Buenos Aires and Montevideo (
Rioplatense Spanish).
Portuguese has, for now,
two official standards,
Brazilian Portuguese and
European Portuguese. The
Serbian variant of
Serbo-Croatian is likewise divided;
Serbia and the
Republika Srpska of
Bosnia and Herzegovina use their own distinct normative subvarieties, with differences in
yat reflexes. The existence and codification of a distinct Montenegrin standard is a matter of controversy, some treat
Montenegrin as a separate standard lect, and some think that it should be considered another form of Serbian.
Norwegian has two standards,
Bokmål and
Nynorsk, the choice between which is subject to
controversy: Each Norwegian municipality can either declare one as its official language or it can remain "language neutral". Nynorsk is backed by 27 percent of municipalities. The main language used in primary schools, chosen by referendum within the local school district, normally follows the official language of its municipality.
Standard German emerged from the standardized chancellery use of
High German in the 16th and 17th centuries. Until about 1800, it was almost exclusively a written language, but now it is so widely spoken that most of the former
German dialects are nearly extinct.
Standard Chinese has official status as the standard spoken form of the Chinese language in the People's Republic of China (PRC), the
Republic of China (ROC), and the
Republic of Singapore. Pronunciation of Standard Chinese is based on the local accent of
Mandarin Chinese from Luanping, Chengde in Hebei Province near Beijing, while grammar and syntax are based on modern
vernacular written Chinese.
Modern Standard Arabic is directly based on
Classical Arabic, the language of the
Qur'an. The
Hindustani language has two standards,
Hindi and
Urdu. In the United States, the Society for the Promotion of Good Grammar designated 4 March as
National Grammar Day in 2008. Grammar instructions also differs between first-language (L1) and second-language (L2) learners, especially in academic writing. First-language (L1) are those composing in their native language, while second-language (L2) writers are writing in language they learned after childhood. Research shows that L2 learners face additional challenges when revising grammar, as they must manage both language acquisition and writing development at the same time. According to Ester Odilia Breuer, revision in L2 writing is cognitively demanding and occurs not only after writing, but also during the planning and drafting stages. She argues that L2 writers often reorganize ideas and revise structure while composing, unlike L1 writers who may rely more on intuition and automatic grammar use. == See also ==