Diagnosis of Linguistic Competence in Project Approach Methodology in Infant Education. A Multiple Case Study

Abstract

This paper shows the assessment of teaching strategies used to develop linguistic competence in seven preschool class-rooms following the methodology of Project Approach (PA). The experience involves 172 persons who belong to the childhood network RIECU (School-Centre for Teachers-University Network). The study was based on a qualitative approach and is carried out through a multiple case study. Various instruments are used to gather information: document analysis from the center and classroom programming, students' productions and activities, and group interview with teachers. The most relevant findings relate to: (1) teaching strategies that promote the development of linguistic competence are used, enhancing the students' communicative and active approach; (2) the methodology of Project Approach promotes a climate of dialogue and interaction in the classroom, an approach to global learning and research that facilitates the development of linguistic competence; (3) difficulties are apprecia-ted by the teachers to make a personal and systematic evaluation of communicative competence in the classroom. The teachers expressed some difficulties when defining evaluation criteria and indicators in accordance with the methodology of Project Approach.