Publication: Gramática lúdica y creativa.
Una experiencia para
hacer más accesibles los
contenidos gramaticales
en Educación Primaria
Authors
Suárez Ramírez, Sergio ; Mateos Núñez, Marta ; Suárez Ramírez, Miriam
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/educatio.427811
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info:eu-repo/semantics/article
Description
Abstract
La enseñanza de la lengua y la literatura
ha de ser una experiencia lúdica y sensorial para el alumnado, sobre todo a la
hora de desarrollar contenidos curriculares referidos a la reflexión sobre la propia
lengua y la gramática. Este trabajo expone
una investigación empírica llevada a cabo mediante el trabajo de campo y la realización de actividades lúdicas en torno a los
usos del lenguaje, desarrollada primero
con 18 alumnos del Grado de Maestro de
la Facultad de Educación de Soria (Universidad de Valladolid) y, después, con 274
escolares de seis centros de Educación
Primaria de la ciudad donde desarrollan
sus prácticas curriculares. La experiencia
consistió en la realización, bajo la supervisión de sus tutores, de actividades a
modo de juegos creativos en tres niveles
lingüísticos: letras, palabras y textos. Los
objetivos planteados fueron: despertar la
curiosidad y el sentido critico del alumnado participante en la experiencia, tanto
universitario como de la etapa de Educación Primaria; propiciar la reflexión sobre
el código lingüístico para mejorar la expresión oral y escrita de los escolares; y facilitar la asimilación de diversos contenidos curriculares de forma libre, autónoma
y cooperativa. Al presentarse como juegos,
pudieron aplicarse con igual rendimiento
en estas dos etapas educativas (Primaria y
Universidad). En su realización, los errores se contemplaron como una oportunidad creativa. Los resultados obtenidos
confirman el valor de la enseñanza de la
gramática de forma lúdica y creativa. La
mayoría de los escolares de Educación
Primaria mejoró los resultados en cuanto
a esfuerzo, corrección lingüística o lectura
en voz alta; por su parte el alumnado universitario apreció la importancia de incluir
recursos lúdicos en los procesos de enseñanza y aprendizaje, al repercutir sobre
una mejor actitud afectiva del alumnado,
reforzando la importancia de la sugestopedia como metodología en la enseñanza
lingüística.
Teaching language and literature should be a ludic and sensorial experience for students, especially when it comes to developing curricular content targeting students’ own reflection about their language and grammar. Data were obtained through the completion of creative and playful ties about language, developed first with 18 students of Education Degree in Soria (University of Valladolid) and, later, with 274 students from six Primary schools where university students developed their curricular practices. The experience consisted of the design and conduction, under school tutors’ supervision, of creative games which targeted three linguistic levels: letters, words and texts. More specifically, the objectives included: to awake learners’ curiosity and critical thinking; to promote reflection on the linguistic code for improving oral and written expression; and to facilitate the assimilation of several grammatical contents freely, autonomously and cooperatively. Since these activities were presented as games, they were applied with the same performance levels at university and at primary school settings. Mistakes were considered opportunities for creativity. The results obtained confirm the value of teaching grammar in a playful and creative way. Most of the Primary students improved their results in terms of effort, linguistic correction and reading aloud. University students highlighted the importance of including recreational resources in teaching and learning processes as this had a positive effect on primary school learners’ affective attitude. The results obtained reinforce the importance of suggestion-pedagogy as a method in language teaching.
Teaching language and literature should be a ludic and sensorial experience for students, especially when it comes to developing curricular content targeting students’ own reflection about their language and grammar. Data were obtained through the completion of creative and playful ties about language, developed first with 18 students of Education Degree in Soria (University of Valladolid) and, later, with 274 students from six Primary schools where university students developed their curricular practices. The experience consisted of the design and conduction, under school tutors’ supervision, of creative games which targeted three linguistic levels: letters, words and texts. More specifically, the objectives included: to awake learners’ curiosity and critical thinking; to promote reflection on the linguistic code for improving oral and written expression; and to facilitate the assimilation of several grammatical contents freely, autonomously and cooperatively. Since these activities were presented as games, they were applied with the same performance levels at university and at primary school settings. Mistakes were considered opportunities for creativity. The results obtained confirm the value of teaching grammar in a playful and creative way. Most of the Primary students improved their results in terms of effort, linguistic correction and reading aloud. University students highlighted the importance of including recreational resources in teaching and learning processes as this had a positive effect on primary school learners’ affective attitude. The results obtained reinforce the importance of suggestion-pedagogy as a method in language teaching.
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Creatividad , gramática , enseñanza , lúdica , lenguaje , Creativity , grammar , teaching , playful , language
Citation
Educatio Siglo XXI, 39(3)
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