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Grammar in the Classroom: Methodologies and Applications

Code: 104615
Credits: 6
2026/2027
Degree programme Type Course
English and Spanish Studies OP 3
English and Spanish Studies OP 4
Catalan and Spanish Studies OP 3

Contact lecturer

Name :
María Teresa Cantillo Nieves
Email :
teresa.cantillo@uab.cat

Teaching staff

Ángel J. Gallego Bartolomé

Group languages

You can consult this information at the end of the document.

Prerequisites

It is a subject that raises, from a perspective that combines theory and practice, how different contents of Spanish grammar can be worked on in a secondary school classroom, taking into account the framework of the competency curriculum currently in force. To be able to take it, the student must have knowledge of Spanish grammar.

Objectives

This subject has as its goal the knowledge and mastery of the procedures that allow incorporating grammar content in the Secondary and Baccalaureate classroom.

At the end of the course, the students must

(A) know the current Secondary and Bachelor curriculum in Catalonia,

(B) be familiar with the methodologies used in the Secondary and Bachelor classroom to work on grammar,

(C) know how to use (and create) didactic resources oriented both to the knowledge of the basic notions of grammar and to its competence and transversal application.

Learning outcomes

  1. Use traditional sources to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  2. Use digital tools to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  3. Characterise linguistic phenomena taking into account the different levels of analysis.
  4. Apply and use digital media and instruments appropriate to the teaching of philological contents.
  5. Apply grammatical knowledge to the resolution of exercises.
  6. Compare different analyses of the same phenomenon.
  7. Evaluate their own progress in the acquisition of knowledge of the contents of this subject.
  8. Detect the most common errors in non-native speakers considering their mother tongue.
  9. Determine from a normative point of view the appropriateness of a communicative situation.
  10. Know how to explain grammatical errors to secondary school pupils.
  11. Correctly identify linguistic units in the teaching of grammar.
  12. Recognise the relationship between structure and interpretation.
  13. Identify cultural implications in grammar.
  14. Infer justified conclusions from observation of data.
  15. Transmit the literary and linguistic knowledge acquired, adapting it to a specific professional sector.
  16. Identify situations that need to be changed or improved from a linguistic point of view.
  17. Propose solutions based on linguistic knowledge.
  18. Accurately drawing up normative texts.
  19. Use traditional sources to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  20. Producing a written text that is grammatically and lexically correct.
  21. Distinguish from a grammatical point of view the errors of Spanish as a foreign language according to the learner's native language.

Contents

1. The situation of grammar at different educational preuniversity levels: the “traditional” learning of grammar.


2. The grammatical updating in educational preuniversity levels: towards a scientific and competence approach.


3. The official documents: the curriculum of the subject Llengua Castellana i Literatura in Catalonia and the Proves d'accés a la Universitat.


4. Methodologies and teaching resources for competency-based grammar teaching.


5. Examples of good practices for grammar teaching in educational preuniversity levels.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Assignments and exercices 76 3.04 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21
Master class, practice and seminars 52.5 2.1 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21
Evaluation and appointments 13.5 0.54 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21

The learning of this subject by the student is distributed as follows:

- Directed activities (35%). These activities are divided into lectures and practices and seminars led by the teacher, in which the theoretical explanation will be combined with the discussion of all kinds of texts.

- Supervised activities (10%). These are tutorials programmed by the teacher, dedicated to correcting and commenting on problems at different levels of linguistic analysis.

- Autonomous activities (50%). These activities include both the time dedicated to personal study and the making papers and the preparation of oral presentations.

- Evaluation activities (5%). The evaluation of the subject will be carried out through oral presentations, papers and written activities.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Active participation in the sessions 5 2 0.08 3, 5, 6, 11, 12, 13, 15, 17, 19, 20, 21
Creation of an educational video 35 2 0.08 1, 2, 3, 6, 7, 9, 10, 13, 15, 18, 19, 20
Didactic proposal 45 2 0.08 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 15, 16, 17, 18, 19, 20
Oral presentation of the didactic proposal 15 2 0.08 1, 2, 6, 7, 9, 10, 13, 14, 15, 16, 18, 19, 20

The evaluation will consist of the following activities:


  • Creation of a didactic video on a grammatical aspect based on the current curriculum (35 %).
  • Elaboration of a written work where a didactic proposal related to the video (45 %).
  • Oral presentation of the didactic proposal and participation (15 %).
  • Active participation in the sessions (5 %).


To pass the course, the student must obtain a final grade equal to or higher than 5. It is mandatory to have completed all the evaluation activities of the course to obtain a passing grade.

The completion of spelling, expression, lexicon and syntax will have a penalty of 0.25 each, without limit, on the final grade in the activities and exams. Repeated faults also discount.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary processthat may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

Not assessed/Not submitted

The grade of \"Not assessed/Not submitted\" will be obtained whenever the student has not completed more than one of the evaluation activities. The completion of two or more activities will imply, therefore, the willingness to be evaluated in the subject and, therefore, its presentation to the evaluation.

Re-assessment

All the evaluation activities are recoverable, except the oral presentation. However, the student will lose the right to the recovery if the average of the tests performed with its corresponding percentage is less than 3.5 points. If the student is entitled to the recovery, he/she will only be able to recover a maximum of two tests. In addition, it must be taken into account that, in orderto be eligible for the recovery, the student is obliged to take all the evaluable activities. Finally, those evaluation activities in which irregularities have been detected (e.g. plagiarism) are not recoverable.

Revision procedure

On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.

Single assessment

This subject has not single assessment.

Use of AI technologies

This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.

Bibliography

Ariño, Andrea; Bárbara Marqueta & Natalia López (2022). Avances de la Lingüística y su aplicación didáctica. Madrid: Akal.

Borrego Nieto, Julio & Lorena Domínguez García (2024). Claves para el análisis sintáctico: 80 dudas, 80 respuestas sobre la oración subordinada. La Muralla.

Bosque, Ignacio (2018). "Qué debemos cambiar en la enseñanza de la gramática". ReGrOC, 1(1), 12-36. Avaiable in https://doi.org/10.5565/rev/regroc.12

Bosque, Ignacio (2020). "El nuevo Glosario de términos gramaticales. Estructura, características y objetivos", Bellaterra Journal of Teaching & Learning Language & Literature, 13(2). Available in https://doi.org/10.5565/rev/jtl3.869

Bosque, Ignacio & Ángel J. Gallego, (2016). "La aplicación de la gramática en el aula. Recursos didácticos clásicos y modernos para la enseñanza de la gramática". Revista de Linguística Teórica y Aplicada, 54(2), 63-83. Available in http://dx.doi.org/10.4067/S0718-48832016000200004.

Bosque, Ignacio, & Ángel J. Gallego (2018). "La gramática en la Enseñanza Media. Competencias oficiales y competencias necesarias". ReGrOC, 1(1),142-201. Available in https://doi.org/10.5565/rev/regroc.20

Bosque, Ignacio, & Ángel J. Gallego (2021). "La terminología gramatical en Secundaria y Bachillerato. Ventajas e inconvenientes didácticos de algunos conceptos gramaticales antiguos y modernos". Revista Española de Linguística, 51(2), 51-78. Available in https://doi.org/10.31810/rsel.51.2.4

Buenafuentes, Cristina (2020): “Morfología y pares mínimos: algunos ejemplos para su implementación en secundaria”. ReGrOC 3(1), 1-17. Avaiable in https://revistes.uab.cat/regroc/article/view/v3-n1-buenafuentes

Cano Cambronero, M. de los Ángeles (2021): “Morfología Sincrónica: Aportaciones de la descripción Morfológica a la Didáctica de la Lengua”. Tejuelo. Didáctica de la Lengua y la Literatura, 35(1), 13-44. Available in https://tejuelo.unex.es/article/view/3895

Cantillo Nieves, M.ª Teresa, Francesc Roca Urgell & Carlos E. Sánchez Lancis (2025): “Hablar distinto no es hablar mal: la enseñanza de la variación lingüística en la educación secundaria”. Número monográfico de ReGrOC. Revista de Gramática Orientada a las Competencias, 8. Avalaible a Vol. 8 (2025): Hablar distinto no es hablar mal: la enseñanza de la variación lingüística en la educación secundaria | ReGrOC. Revista de Gramática Orientada a las Competencias

Carrasco, Ángeles (2018). "Algunas pistas sobre cómo (no) enseñar gramática a los más pequeños". ReGrOC, 1(1): 80-112. Available in https://doi.org/10.5565/rev/regroc.6

Di Tullio, Ángela (2014). Manual de gramática del español. Buenos Aires: Waldhuter. Available in https://espa3295.weebly.com/uploads/1/5/4/0/15408852/di_tullio_2014_manual_de_gramatica_del_espanol.pdf

Felíu Arquiola, Elena & Carmen Conti Jiménez (2024). Ejercicios de autocomprobación de gramática avanzada del español: morfología, clases de palabras y sintaxis. Arco Libros.

Gallego, Ángel (2016). "Sobre los ejercicios de «reflexión gramatical»: Ventajas metodológicas y aplicaciones didácticas". Revista Española de Linguística, 46(1): 145-158. Available in http://revista.sel.edu.es/index.php/revista/article/view/146

Gallego, Ángel J. & Edita Gutiérrez (2022a). Trabajando el Glosario de Términos Gramaticales: ejercicios reflexivos y competenciales. Madrid: Arco/Libros.

Gallego, Ángel J. & Edita Gutiérrez (2022b). "La subordinación en el Glosario de términos gramaticales. Teoría, didáctica y su aplicación a la escritura", Tejuelo: Didáctica de la Lengua y la Literatura, 35(2), 173-204. Available in https://tejuelo.unex.es/tejuelo/article/view/4164

Gil, Irene (2020): “El análisis morfológico en el aula. Perspectiva, contenidos y actividades”, ReGrOC, 2(1), 43-66. Avalable in https://revistes.uab.cat/regroc/article/view/v2-n1-gil1

Gutiérrez, Edita (2018). "El laberinto de la terminología lingüística en las aulas", ReGrOC, 1(1), 203-235. Available in https://doi.org/10.5565/rev/regroc.10

Marqueta, Bárbara (2023). La reflexión sintáctica. Teoría y práctica para la docencia. Zaragoza: PUZ.

Real Academia Española & Asociación de Academias de la Lengua Española (2009). Nueva gramática de la lengua española. Morfología y sintaxis. Madrid: Espasa, 2 vols. Available in https://www.rae.es/gramatica

Real Academia Española & Asociación de Academias de la Lengua Española (2025). Nueva gramática de la lengua española. Morfología y sintaxis. Madrid: Espasa.

Real Academia Española & Asociación de Academias de la Lengua Español (2020). Glosario de términos gramaticales. Salamanca: Ediciones de la Universidad de Salamanca. Available in https://www.rae.es/gtg/

Software

In this course it is not necessary to use specific computer programs.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE