Consignas para enseñar gramática: ¿cómo y para qué analizarlas?

Abstract

The observation of teaching practice in Language and Literature as a school discipline calls us to consider the question: how to teach grammar? We start from a teaching problem that has been previously described by numerous grammar experts and Language and Literature educators from Argentina: the educational system, in recent decades, has focused on reading and writing practices and on the skills required to read and write texts, but it has not been possible to establish programmatic articulations of these texts with the combinations of the linguistic units that constitute them. In this writing, we present assignments formulated for secondary-level teaching practice, we provide some criteria for analyzing said assignments, and, finally, we outline the implications of these criteria for rethinking ourselves as Language and Literature educators. This implies taking a personal stance on language didactics, understanding that, from initial and ongoing training spaces, intervening means providing tools that support teachers in planning and reformulating their own work through critical reflection. This analysis aims, therefore, to instrumentally accompany that space of reflection.