Written Composition and Interlinguistic Reflection in 1st Year Bilingual Primary Education (French-Spanish): Intervention by a Novice Teacher
Abstract
This paper presents a study on the design and implementation of the EGRAMINT (SDGE) grammar teaching sequence “L'alimentation: À la recherche du menu parfait,” intended for first-year primary education students. The sequence focuses on the discursive genre “menu” and aims to develop metalinguistic and interlinguistic reflection among students in a French-Spanish bilingual school. The SDGE was implemented by a student teacher during her initial training. The specific objectives of the study are to explore the potential of this intervention device to promote reflective learning among students, examine achievements in children’s writing, and assess the successes and challenges of the teacher’s intervention. The conclusion highlights the need to strengthen initial and ongoing training of teachers in the field of grammar teaching.
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