Pensar diferent en la comprensió gramatical i metalingüística en el context de l’escriptura
Resum
A la llum del debat internacional actual sobre el sentit de l’ensenyament explícit de la gramàtica, aquest article considera la relació entre la comprensió metalingüística i el desenvolupament com a escriptor. A partir d’una sèrie d’estudis publicats durant un període de deu anys i tot adoptant un enfocament funcional de la gramàtica, l’article argumenta que l’ensenyament gramatical ha de tenir lloc al si de l’ensenyament de l’escriptura, no divorciat d’aquesta; i que aquest ensenyament desenvolupa la comprensió metalingüística dels estudiants al voltant de com es dissenyen i es configuren els textos escrits. D’aquesta manera, la gramàtica es posiciona com un recurs per aprendre a escriure i que pot ajudar els estudiants a convertir-se en autors que prenen decisions sobre com escriuen de manera cada cop més autònoma i agentiva. Mostrem a través d’exemples pràctics el funcionament de la pedagogia a la pràctica i a través de les dades d’interacció d’aula destaquem com la parla metalingüística (metatalk) permet i fomenta la verbalització de l’elecció. Les dades també mostren que l’habilitat dels professors per gestionar la parla metalingüística sobre opcions gramaticals que s’obren quan s’escriu és fonamental per emmarcar la capacitat dels estudiants de pensar metalingüísticament sobre la seva escriptura i de prendre decisions autònomes com a escriptors.Paraules clau
Gramàtica, Escriptura, Comprensió metalingüística, Parla metalingüísticaReferències
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