Abstract
The development of plurilingual competence in basic education has to be able to promote reflection on language use and language transfer among learners. For this approach to be viable in the classroom, tools are needed to develop it. This is the aim of the Egramint project, “The Elaboration of an Interlinguistic School Grammar: Towards Reflexive Language Teaching in Multilingual Contexts” . For this purpose, a qualitative-ethnographic research was carried out in three phases. Firstly, an analysis of grammatical teaching in the official curricula of all the languages of Spain was carried out, the results of which showed the predominance of identification and generic statements over reflective use. This was followed by the design of a prototype intervention developed in a set of different devices for primary and secondary schools, the implementation of which in the classroom, a phase currently underway, reports on the achievements and difficulties of the approach. The data from these first two phases underpin the design of a cross-linguistic school grammar that demonstrates the didactic transposition of academic knowledge, language contrast and progression in basic education. This school grammar also incorporates grammar teaching sequences as intervention devices.
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