Linguistic knowledge in the teaching of the first language: an analysis of the curricular bases

Abstract

The present research seeks to describe the linguistic content and the communicative skills to which this content is related according to what is indicated in the Curricular Bases currently in force in the Chilean educational system. Through the technique of content analysis, the curricular bases from seventh grade to second grade and those of third and fourth grade were analyzed. The results showed a clear predominance of contents associated with text linguistics (textual structure, coherence, cohesion) and psycholinguistics (comprehension and textual production processes) in all the axes in which the bases are articulated. The results are congruent with the adoption of the discursive turn that the teaching of the first language has adopted, although grammatical knowledge is relegated as a given knowledge that should only be applied in textual development.