The verb in grammar textbooks of yesterday and today. What impact on primary school teacher training?

The grammar textbook is a complex textual object. It has a body of references for learners, provides a foundation for a learning process, but most importantly offers a more or less overt 'grammatical theory', a sort of doxa which Grossmann (1996) takes to be its 'theoretical' function. This function is of particular importance for the training of teachers for grammar teaching, since textbooks reflect the trends of didactic transfer from 'learned knowledge' from the different fields of linguistics to 'teaching knowledge' (Chevallard, 1985). Through a study of old grammar textbooks from heritage funds, we will analyse these transfer phenomena, taking into account on the one hand the diversity, or even divergence, of the linguistic currents representing the reference knowledge, and on the other hand the 'relative autonomy' of school grammar, which established itself, Chervel (1992) argues, regardless of any reference, on the sole basis of the objectives defined for schools.