How Should the Teaching of Grammar Be Conceptualized in the Education of Multilingual Learners?

• Jim Cummins ^[1]
  1. [1] University of Toronto

     University of Toronto

     Canadá

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 18, Nº. 2, 2025 (Ejemplar dedicado a: Multilingualism and teaching grammar in the foreign Language classroom)
• Idioma: inglés
• Títulos paralelos:
  • ¿Cómo debe conceptualizarse la enseñanza de la gramática en la educación de los estudiantes multilingües?
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo analiza el papel de la enseñanza formal de la gramática en la educación de los estudiantes multilingües de origen migrante. Se sostiene que un enfoque instructivo en la enseñanza de la gramática, conceptualizada como un componente de la conciencia del lenguaje, será más eficaz cuando se persiga en la enseñanza de materias académicas en todo el currículo y también se integre con un enfoque más amplio en la promoción de la participación activa en la alfabetización. Las políticas lingüísticas escolares centradas en el desarrollo de la conciencia del lenguaje y la promoción de la participación en la alfabetización deberían incluir como mínimo seis conjuntos de estrategias instructivas que respondan a las brechas de oportunidades que experimentan los estudiantes multilingües. Estas respuestas instructivas incluyen la comprensión y producción del lenguaje, el refuerzo del lenguaje académico en todo el currículo, la participación de los repertorios multilingües de los estudiantes, la maximización de la participación en la alfabetización, la conexión con las vidas de los estudiantes y la afirmación de las identidades de los estudiantes. Se discuten las formas en que la enseñanza de la gramática se relaciona con estas estrategias instructivas en el desarrollo de políticas lingüísticas escolares.

  • English

    This paper analyses the role of formal grammar teaching in the education of multilingual learners from migrant backgrounds. It is argued that an instructional focus on grammar teaching, conceptualized as one component of language awareness, will be most effective when it is pursued in the teaching of academic subjects across the curriculum and also integrated with a broader focus on promoting active literacy engagement. School language policies focused on developing language awareness and promoting literacy engagement should minimally include six sets of instructional strategies that respond to opportunity gaps experienced by multilingual students. These instructional responses include scaffold comprehension and production of language, reinforce academic language across the curriculum, engage students’ multilingual repertoires, maximize literacy engagement, connect with students’ lives, and affirm students’ identities. The ways in which the teaching of grammar relates to these instructional strategies in the development of school-based language policies are discussed.

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