Grammar and text production in secondary education teaching materials of Basque, Spanish and English: reflections on an integrated didactics of languages
The goal of this paper is to offer a reflection on the integrated didactics of languages in the context of Basque mul-tilingual education, based on the empirical analysis of a sample of teaching materials. The work focuses on some aspects of the production of expository text genres, selecting three...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/70599 |
| Acceso en línea: | http://hdl.handle.net/10810/70599 |
| Access Level: | acceso abierto |
| Palabra clave: | integrated didactics of languages Basque multilingual education text organisers text production teaching materials |
| Sumario: | The goal of this paper is to offer a reflection on the integrated didactics of languages in the context of Basque mul-tilingual education, based on the empirical analysis of a sample of teaching materials. The work focuses on some aspects of the production of expository text genres, selecting three teaching units in Basque, Spanish and English textbooks for first year of Secondary Education. It particularly explores how a specific feature of grammar such as linkers or text organisers is treated from a textual perspective. Some findings point out that the textbooks analysed share some common and coordinated criteria that open the path towards an integrated teaching of languages. The analysis also reveals that each of the textbooks follows a distinct tradi-tion of text and grammar teaching. The paper concludes emphasizing the challenges derived from conceptual and methodological differences in the treatment of grammar, which affect the exploitation of text genre as a didactic resource and the implementation of an integrated didactics of languages |
|---|