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 classrooms 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 appreciated 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.