Resum
Given the current debate on the opportunity and meaning of teaching grammar in schools, the authors adhere to the trend of recent decades to focus attention on the metalinguistic activity of the learner and to bet on a reflective teaching of grammar. In a research with empirical classroom data, analyzed from a qualitative perspective, interviews were conducted with Primary School students (7 and 9 years old) to delve into the metalinguistic activity they manifest and to show the interview as a space that makes reflection emerge. The results provide evidence that in Primary Education, students can verbalize their reflections on the language, although with some conditions such as placing tasks in meaningful contexts, having adequate adult mediation as well as sharing metalanguage to refer to metalinguistic phenomena. Important didactic implications emerge from this: it is necessary to design spaces in the classroom so that the metalinguistic reflection of schoolboys and schoolgirls can emerge, with the appropriate teaching help. For this to be possible, it is necessary to incorporate criteria on the management of interaction for learning and, in particular, metalinguistic interactions in the initial teacher training.
Títol traduït de la contribució | The Interview about Writing Processes with Primary School Pupils: A Place for Metalinguistic Reflection |
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Idioma original | Espanyol |
Pàgines (de-a) | 103-136 |
Nombre de pàgines | 33 |
Revista | Tejuelo. Didactica de la Lengua y la Literatura. Educacion |
Volum | 2 |
Número | 35 |
DOIs | |
Estat de la publicació | Publicada - 2022 |