The project 'The development of an interlinguistic school grammar: towards reflective language teaching in multilingual contexts' (Egramint), in which this article is included, aims to develop a cross-linguistic school grammar that promotes reflection throughout the language teaching-learning process. To this end, and as a preliminary step, an exploratory study has been carried out on the beliefs that active teachers of first and foreign languages have about grammar teaching. The results have been obtained from the analysis of the answers to a questionnaire composed of 38 questions that was completed by a varied sample of 70 teachers from all over Spain. It can be observed that there are significant differences in some teaching practices, but teachers of all languages and at all educational stages show homogeneous behavior in terms of the preferred methodological criteria to be applied in class. Foreign language teachers, both in primary and secondary school, mostly opt for reflective teaching, working from the students' own examples and the problems found in their texts.
