A competencia comunicativa oral en galego e castelán ao final do ensino obrigatorio

• Loredo, Xaquín ^[1] ; Vázquez-Grandío, Gabino S. ^[1]
  1. [1] Seminario de Sociolingüística da Real Academia Galega
• Localización: Boletín da Real Academia Galega, ISSN 1576-8767, Nº. 382, 2021 (Ejemplar dedicado a: Xela Arias), págs. 135-161
• Idioma: gallego
• Títulos paralelos:
  • Oral communicative competence in galician and spanish at the end of compulsory education
• Enlaces
  • Texto completo
• Resumen
  • galego

    Os resultados analizados neste estudo forman parte dun proxecto desenvolvido durante o curso 2018-2019 que tivo como obxectivo avaliar a competencia bilingüe (i.e. galego, castelán) do alumnado centennial ao finalizar a Educación Secundaria Obrigatoria. Quíxose así atender ao disposto no Decreto 79/2010 a propósito dos obxectivos lingüísticos do sistema educativo. O proxecto foi unha reedición dun traballo do 2009 co Decreto 124/2007 en vigor.

    As conclusións do traballo determinan a existencia de diferenzas nas competencias orais en lingua galega segundo o hábitat e a titularidade dos centros ou o grupo lingüístico e o xénero das e dos falantes. A lingua familiar revélase como o contexto de maior importancia para o desenvolvemento da competencia oral do alumnado. En conxunto, existen indicios que permiten pensar queo modelo lingüístico vixente no sistema educativo non cumpre o obxectivo de garantir as competencias parellas en ambas as linguas e mesmo consolida os desequilibrios existentes fóra da escola.

  • English

    The results analysed in this study are part of a project undertaken during the 2018-2019 academic year that aimed to assess the bilingual competence (i.e., Galician, Spanish) of centennial students at the end of Compulsory Secondary Education. The aim was to comply with the provisions of Decree 79/2010 regarding the linguistic objectives of the education system. The project was a reissue of a 2009 work on Decree 124/2007 in force at that time.

    The conclusions of the work enable the existence of differences in the oral competences in Galician language according to habitat and ownership of the centres or linguistic group and gender of the speakers to be determined.The language spoken in the family is revealed to be the most important context for the develop-ment of students’ oral competence. Overall, there are indications that the current language model in the edu-cation system does not meet the objective of guaranteeing peer competence in both languages and even rein-forces existing imbalances outside school.