Fostering Metalinguistic Reflection of 1st-year Compulsory Secondary Education Students in a Plurilingual Context
Abstract
This article presents the results of the implementation of a grammar teaching sequence designed according to the Egramint prototype (SDGE) in a public school of the Valencian Community; in particular, it analyses the role of oral interaction in French and Spanish to bring out the students’ cross-linguistic metalinguistic reflection. The SDGE was implemented in the 1st-year Compulsory Secondary Education French as a Second Foreign Language classroom and dealt with audiodescription and the linguistic forms required by this discursive genre (present indicative, adjectives). Classroom recordings of interactions between pupils and with the teacher, their productions and an interview with the teacher show that oral interaction does indeed promote metalinguistic reflection on the functioning of all the languages the pupils know. Through exploratory speaking, and thanks to the scaffolding provided by the teacher throughout the sessions, the pupils construct meanings on the basis of joint reflection.
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