The relationship between text grammar and writing in Spanish first language curricula
DOI:
https://doi.org/10.11606/issn.2236-4242.v36i2p73-89Keywords:
Text Grammar, writing, Metalinguistic Reflection, Curricular Analysis, First LanguagesAbstract
The inclusion of discursive approaches to first language teaching in Spanish Primary and Secondary curricula took place in the 90s, in line with other developments that took place at the same time. The aim was to change directions and place language teaching on the development of learners' discursive abilities. In this manner, the language sciences, which dealt with the text as a linguistic-communicative unit, were thus called upon. Particularly complex and controversial was the articulation of grammatical content at the service of discursive skills. After the time that has elapsed, in this article we analyse what grammar text contents have been established in the Spanish curricula of first languages (Castilian, Catalan, Galician, Basque, Aragonese and Asturian), what methodological approach is advocated in relation to them, and what relations are established with the writing of texts.
Downloads
References
ANDERSON, L. W.; KRATHWOHL, D. R. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Nueva York: Longman, 2001.
BEAUGRANDE, R.-A.; DRESSLER, W. U. Introducción a la lingüística del texto. Barcelona: Ariel, 1997.
BERNÁRDEZ, E. Introducción a la lingüística del texto. Madrid: Espasa-Calpe, 1982.
BOWEN, G. A. Document Analysis as a Qualitative Research Method. Qualitative Research Journal, v.9, n. 2, p. 27-40, 2009. DOI: https://doi.org/10.3316/QRJ0902027.
BRONCKART, J.-P. L’enseignement des langues: pour une construction des capacités textuelles. In: GARCÍA, M.; GINER, R.; RIBERA, P.; RODRÍGUEZ, C. (ed.). Ensenyament de llengües i plurilingüisme. València: Universitat de València, 1999, p.17-26.
BRONCKART, J.-P. Actividad verbal, textos y discursos. Por un interaccionismo socio-discursivo. Madrid: Fundación Infancia y Aprendizaje, 2004.
CAMPS, A.; MILIAN, M. Cap a una gramàtica per a l'ensenyament: definició i caracterització. Caplletra. Revista Internacional de Filologia, n. 63, p. 217-243, 2017. DOI: http://doi.org/10.7203/caplletra.63.10400.
CAMPS, A.; MILIAN, M. Metalinguistic activity in learning to write. In: CAMPS, A.; FONTICH, X. (Eds.). Research and teaching at the intersection. Navigating the territory of grammar and writing in the context of metalinguistic activity. Bruxelles: Peter Lang, 2020, p. 185-202. DOI: https://doi.org/10.3726/b17237.
COSTA, A. L. Grammar teaching 91-19: An analysis of the Portuguese curricula. L1-Educational Studies in Language and Literature, v. 20, n.3, p. 1-31, 2020. DOI: http://doi.org/10.17239/L1ESLL-2020.20.03.03.
CUENCA, M. J. Gramática del texto. Madrid: Arco Libros, 2010.
CUENCA, M. J. La cohesión, puente entre la gramática oracional y la gramática textual. Textos de Didáctica de la Lengua y la Literatura, Barcelona, n. 99, p. 7-13, 2023.
DÍAZ OYARCE, C. La presencia de elementos de conexión en las producciones narrativas escritas en una muestra de escolares de Santiago de Chile. Revista Signos, Valparaíso, v. 52, n. 101, p. 736-758, dic. 2019. DOI: http://doi.org/10.4067/S0718-09342019000300736.
ESPAÑA, MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE. Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. Boletín Oficial del Estado, n. 52, de 1 de marzo de 2014, p. 19349-19420. Disponível em: https://www.boe.es/eli/es/rd/2014/02/28/126. Acesso em: 30 oct. 2022.
ESPAÑA, MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE. Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Boletín Oficial del Estado, n. 3, de 3 de enero de 2015, p. 169-546. Disponível em: https://www.boe.es/eli/es/rd/2014/12/26/1105/con. Acesso em: 30 oct. 2022.
FERRER, M.; RODRÍGUEZ-GONZALO, C. La lingüística del texto en los manuales de la ESO. In: RIBAS SEIX, Teresa (coord.). Libros de texto y enseñanza de la gramática. Barcelona: Graó, 2010, p. 97-116.
FONTICH, X.; GARCÍA-FOLGADO, M. J. Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity. Contribution to a special issue Working on grammar at school in L1 education: Empirical research across linguistic regions. L1-Educational Studies in Language and Literature, n.18, p. 1-39, 2018. DOI: http://doi.org/10.17239/L1ESLL-2018.18.04.02.
GONZÁLEZ NIETO, L.; ZAYAS, F. El currículo de Lengua y Literatura en la LOE. Textos de Didáctica de la Lengua y la Literatura, Barcelona, n. 48, p. 16-35, 2008.
HALLIDAY, M. A. K.; HASAN, R. Cohesion in English. London: Longman, 1976.
KRIPPENDORF, K.; BOCK, M. A. The content analysis reader. Thousand Oaks, California: Sage, 2009.
REAL ACADEMIA ESPAÑOLA-ASOCIACIÓN DE ACADEMIAS DE LA LENGUA (RAE-ASALE). Glosario de términos gramaticales. Salamanca: RAE-ASALE y Universidad de Salamanca, 2019.
RODRÍGUEZ-GONZALO, C. Una gramática escolar interlingüística. Hacia una enseñanza reflexiva de las lenguas en contextos multilingües. Huarte de San Juan. Filología y Didáctica de la Lengua, n. 21, p. 33-55, 2022. DOI: http://doi.org/10.48035/rhsj-fd.21.2.
RODRÍGUEZ-GONZALO, C.; DURÁN RIVAS, C.; RIBAS SEIX, T. La entrevista sobre la escritura con alumnado de Primaria: un espacio para la reflexión metalingüística / The Interview about Writing Processes with Primary School Pupils: A Place for Metalinguistic Reflection. TEJUELO. Didáctica de la Lengua y la Literatura. Educación / TEJUELO. Didactics of Language and Literature. Education, v. 35, n. 2, p. 103-136, 2022. DOI: http://doi.org/10.17398/1988-8430.35.2.103.
RODRÍGUEZ-GONZALO, C.; ZAYAS, F. La relación entre conocimientos gramaticales y el aprendizaje de prácticas discursivas. El adjetivo como ejemplo. Caplletra. Revista Internacional de Filologia, n. 63, p. 245-277, 2017. DOI: http://doi.org/10.7203/caplletra.63.10401.
SANTOLÀRIA ÒRRIOS, A. Ensenyar els connectors al primer cicle de l’escola primària / Teaching linking words to primary students. TEJUELO. Didáctica de la Lengua y la Literatura. Educación / TEJUELO. Didactics of Language and Literature. Education, n. 10, p. 101-121, 2014.
VAN RIJT, J.; COPPEN, P-A. Bridging the gap between linguistic theory and L1 grammar education – experts’ views on essential linguistic concepts. Language Awareness, vol. 26, n. 4, p 360-380, 2017. DOI: http://doi.org/10.1080/09658416.2017.1410552.
ZAYAS, F; RODRÍGUEZ-GONZALO, C. Composición escrita y contenidos gramaticales. Aula de Innovación Educativa, Barcelona, n. 2, p. 13-16, 1992.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Carmen Rodríguez-Gonzalo
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The Editorial Board authorizes free access to and distribution of published contentes, provided that the source is cited, that is, granding credit to the authors and Linha D'Água and preserving the full text. The author is allowed to place the final version (postprint / editor’s PDF) in an institutional/thematic repositor or personal page (site, blog), immediately after publication, provided that it is available for open access and comes without any embargo period. Full reference should be made to the first publication in Linha D'Água. Access to the paper should at least be aligned with the access the journal offers.
As a legal entity, the University of São Paulo at Ribeirão Preto School of Philosophy, Sciences and Languages owns and holds the copyright deriving from the publication. To use the papers, Paidéia adopts the Creative Commons Licence, CC BY-NC non-commercial attribution. This licence permits access, download, print, share, reuse and distribution of papers, provided that this is for non-commercial use and that the source is cited, giving due authorship credit to Linha D'Água. In these cases, neither authors nor editors need any permission.
Partial reproduction of other publications
Citations of more than 500 words, reproductions of one or more figures, tables or other illustrions should be accompanied by written permission from the copyright owner of the original work with a view to reproduction in Linha D'Água. This permission has to be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance.
How to Cite
Funding data
-
Agencia Estatal de Investigación
Grant numbers PID2019-105298RB-I00