DOI:
https://doi.org/10.63385/ipt.v2i1.67Keywords:
English Language Arts, Grammar Instruction, Indiana Department of Education, Prescriptivism, Writing InstructionAbstract
This study evaluates the Indiana Department of Education’s (IDOE) English Language Arts (ELA) academic standards for grades 6–12 through a linguistic lens to determine their alignment with current research on grammar and writing instruction. Prompted by ongoing concerns about students’ writing performance and college readiness, the paper examines whether the IDOE standards promote linguistically informed pedagogies shown to support writing development. Through a qualitative analysis of the standards, four key themes emerge: prescriptivism vs. descriptivism, the connection between spoken and written language, grammar instruction in isolation vs. in context, and writing as a long-term developmental process. Findings reveal that while the standards include isolated elements consistent with modern linguistic research, they overwhelmingly reflect a traditional, prescriptive approach to grammar and fail to make explicit connections between grammar, language diversity, and writing instruction. Additionally, the standards present a linear view of writing development that contrasts with contemporary understandings of writing as recursive and socially situated. The paper concludes that substantial revisions are needed for the standards to fully support linguistically informed grammar and writing instruction and to better equip Indiana students for academic success.
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