Com s’ha de conceptualitzar l’ensenyament de la gramàtica en l’educació dels aprenents multilingües?
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Aquest article analitza el paper de l’ensenyament formal de la gramàtica en l’educació dels aprenents multilingües d’origen migrant. S’argumenta que un enfocament educatiu en l’ensenyament de la gramàtica, conceptualitzat com un component de la consciència lingüística, serà més eficaç quan es persegueixi en l’ensenyament de matèries acadèmiques a tot el currículum i també s’integra amb un enfocament més ampli en la promoció del compromís actiu de l’alfabetització. Les polítiques lingüístiques de l’escola centrades en el desenvolupament de la consciència lingüística i la promoció de la participació en l’alfabetització haurien d’incloure com a mínim sis conjunts d’estratègies d’instrucció que responguin a les oportunitats que viuen els estudiants multilingües. Aquestes respostes didàctiques inclouen la comprensió i la producció del llenguatge, reforçar el llenguatge acadèmic a tot el currículum, involucrar els repertoris multilingües dels estudiants, maximitzar el compromís de l’alfabetització, connectar amb la vida dels estudiants i afirmar les identitats dels estudiants. Es discuteixen les maneres en què l’ensenyament de la gramàtica es relaciona amb aquestes estratègies d’instrucció en el desenvolupament de polítiques lingüístiques a l’escola.
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(c) Jim Cummins, 2025
Jim Cummins, University of Toronto
I am a Professor Emeritus at OISE, University of Toronto, specializing in literacy development in diverse educational contexts. My research explores language proficiency, societal power, and teacher-student identity. I have published extensively, including Rethinking the Education of Multilingual Learners (2021), analyzing key concepts in multilingual education and literacy development.
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