I still need wrap up my Structured Word Inquiry series (from last November!) with at least one more post, but some of the more recent twitter chatter on SWI has brought up a broader issue that I thought I’d address first. That would be the question of which aspects of grammar actually need to be taught to students who are native English speakers.
To address this question, it’s useful to draw a distinction between “basic grammar” and “school grammar.”
Basic grammar is the stuff that native speakers, assuming they don’t have language impairments/autism, pick up incidentally without formal instruction. This includes everyday vocabulary, word order, and word endings (morphology), and syllabification. Absent language impairments, native speakers, do not, for example, need to be taught that “crumb” and “crumbs” and “do” and “does” are related, or that we say “no bananas” rather than “no banana”–contrary to what some SWI proponents have suggested on twitter: