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Grup de recerca consolidat GREAL Agència de Gestió d’Ajuts Universitaris i de Recerca (Barcelona, Spain)

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Xavier Fontich
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El presente estudio se inserta en el debate existente en el plano internacional sobre la relación entre gramática y escritura en clase de lengua. Sitúa el foco de atención en las creencias que el profesorado de primaria y secundaria tiene sobre esta relación. Las creencias del profesorado en relación al binomio gramática-escritura son un ámbito aún poco estudiado en la investigación sobre enseñanza de la primera lengua. Esto da al presente estudio un carácter innovador. La indagación sobre creencias y prácticas de aula constituye un punto de partida para la renovación docente. Implica la colaboración entre investigador y docente para que este último pueda encontrar, acompañado por el primero pero siendo consciente de sus propias decisiones, su itinerario de formación. Ello significa ir más allá del diseño de actividades que deben ser aplicadas en clase y puede ayudar a replantear la formación continua del profesorado.
Xavier Fontich
added a research item
En este texto presentamos una experiencia de educación literaria en la que los alumnos, a partir de la lectura obligatoria de curso, exploran el tema de la guerra con la lectura de ocho títulos más, que se distribuyen entre toda la clase. Las obras representan tres entradas distintas al tema de la guerra, y el objetivo final es entrevistar a un personaje literario. Palabras clave: educación literaria, secuencia didáctica, entrevista. Interviewing literary characters in a project with multiple readings on the subject of war In this paper we present a literary education initiative in which students read a set course novel and then explored the subject of war by reading eight more books as a class. The works represented three different approaches to the subject of war and the final goal was to interview a literary character. Keywords: literary education, teaching sequence, interview.
Xavier Fontich
added 18 research items
Studies have described pupils’ grammar concepts as an unstructured conglomerate of procedural and declarative knowledge, with scarce operationality in writing process. They suggest ways to better articulate grammar instruction, under the assumption that it will make concepts retrievable within the context of writing; for this to happen, interaction plays a major role (cf. Fontich&García-Folgado in evaluation). Here, teachers’ beliefs are approached as the fundamental puzzle to disentangle how to support teachers into developing interaction-based interventions, underpinned by academic-practitioner collaboration (Lantolf&Poehner 2014). A questionnaire designed to explore teachers’ beliefs allows, through a conglomerate analysis, for grouping teachers (n=94) in different tendencies, further explored with semi-structured interviews (n=6). Teachers share in different degrees a tendency to see grammar instruction as stuck within the explicit/implicit grammar dichotomy, which can be overcome through classroom interaction. This idea becomes more robust throughout a cycle of seminars, in which instructional sequences are designed. Nonetheless, analysis of the dialogues within the classroom show the obstacles teachers encounter (e.g., unanticipated pupils’ difficulties when reflecting upon certain structures used in their writings). Results suggest that making teachers’ beliefs explicit allow for re-examining the role of interaction and for locating it as the backbone of the grammar-writing interplay. Also, beyond a research methodology, interaction stands as a teacher education procedure. Last, accessing interaction within the classroom appears as the crux of the matter to better understand the difficulties in learning and to discuss and introduce changes in the instructional sequences, meant to be put anew under scrutiny. References Fontich, X. and García-Folgado, M.J. In evaluation. Grammar instruction in the Hispanic area with a special focus in Spain: A contribution towards a “state-of-the-art”. L1-Educational Studies in Language and Literature. Lantolf, J.P. and Poehner, M.E. 2014. Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian Praxis and the Research/Practice Divide. London: Routledge.