Abstract

The necessity to give grammar the right in the academic curriculum to help to develop the communicative competence has not obtained the correct results. Recent researches have shown that in spite of the progress in the specific areas, there are still language teachers with practices that mix content and methodologies from a normative, structural and communicative point of view. The present study has as a main objective to investigate the different disciplinary profiles that undergo in the teaching of grammar in the Language and Education Pedagogy major. The theoretical background has a descriptive/interpretative focus with a mix design and ¨multiple case studies¨. The sample was three generations of students that were in their last year of studying Language Pedagogy from three different Chilean Universities. To collect the data a questionnaire was used with problems and situations in how to teach grammar the situations were related to different components as ¨finality¨, ¨content¨, ¨treatment¨, and ¨evidence of the outcomes. The results have shown that the three generations of students at the moment of teaching grammar have mixed the elements of different disciplinary paradigms. It is noticeable the presence of the traditional-normative paradigm for the component of finality; the formal descriptive for the content and the communicative paradigm in the content of teaching. The results will project the didactic transpositions of the participants at the moment of teaching grammar.

Keywords: teaching grammar; disciplinary paradigms; training teachers