Methodological Proposal for the Teaching, Learning and Evaluation of Syntax in Secondary School in Bilingual Contexts

Identifier:  imarina:9332002

Handle: https://hdl.handle.net/20.500.11797/imarina9332002

Authors:  Brosa Rodríguez, Antoni / Rodríguez Campillo, María José

Abstract:
The teaching of syntax is typically a complex and controversial issue in secondary school classrooms. Moreover, in schools in bilingual areas, the problem is aggravated. Students usually feel confused between two languages. As we believe bilingualism benefits linguistic knowledge, in this paper, we propose a set of guidelines to improve the teaching of syntax in bilingual schools (in our case, in Catalonia, Spain). Subsequently, we show how the implementation of our proposal has developed. The data obtained from our study guarantee that greater coordination between teachers of different languages and a more proficiency-based perspective improves students’ results. We also provide data detailed by gender, level of proficiency in the two languages as L1 and educational profile (humanistic or scientific). In all three distinctions, an education with a bilingual emphasis and comparison is more beneficial than the traditional methodology, which has continued to be used in the control group of our study.