Enseñanza de la escritura a estudiantes migrantes: reflexiones y propuestas para un aula inclusiva
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Date
2023
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Abstract
El estudio aborda el nuevo contexto de las aulas escolares de Lenguaje en el marco de la creciente población migrante. El propósito de este artículo es ofrecer una propuesta didáctica para el desarrollo de la escritura a partir de los resultados de un análisis de las interacciones de aula en la asignatura de lenguaje en contextos de alta población migrante. Con esta propuesta se busca promover la adquisición del código y las habilidades superiores implicadas en la escritura con propósitos, mediante la reflexión sobre los usos de la lengua, para promover un aula intercultural. Se observaron tres aulas de 5º básico con alta población migrante y se realizó un análisis temático de los datos obtenidos. Los resultados indican que las interacciones de aula que promueven los docentes de las aulas observadas se centran en la gestión de los ambientes de aprendizaje para motivar la participación de los estudiantes y activar conocimientos previos, en desmedro de una reflexión sobre la lengua o sobre las diversas prácticas culturales de los estudiantes. Por ello, la secuencia didáctica que se propone se basa en los principios de la promoción de la interculturalidad en la clase de lenguaje mediante la creación de tareas auténticas que permitan dialogar en torno a las prácticas de lectura y escritura. Así, a lo largo de la secuencia se reflexiona sobre las convenciones lingüísticas y discursivas, lo que permite aumentar la motivación, valorar la diversidad de identidades y favorecer un proceso de enseñanza y aprendizaje con altas expectativas sobre todos los estudiantes. Finalmente, se discuten implicancias para la práctica educativa y para la formación docente, de modo de dar mayores oportunidades para la equidad y justicia social desde una perspectiva intercultural en las aulas de lenguaje.
This study addresses the new context of language classrooms with increasing migrant school population. This article offers a pedagogical proposal for writing development based on an analysis of classroom interactions in the subject of language arts in contexts of a high migrant population. This proposal seeks to promote the acquisition of both low-level and higher-order skills involved in purposeful writing through reflection on the uses of language in order to promote an intercultural classroom. Three 5th-grade classrooms with a high percentage of migrant students were observed, and a thematic analysis of the data obtained was carried out. The results indicate that the classroom interactions promoted by the teachers in the classrooms observed focus on the management of learning environments to motivate student participation and activate previous knowledge, to the detriment of reflection on the students’ language or the diverse cultural practices. Therefore, the proposed pedagogical sequence is based on promoting interculturality in the language arts class by creating authentic tasks that allow for dialogue around reading and writing practices. Thus, throughout the sequence, we reflect on linguistic and discursive conventions, which allow us to increase motivation, value the diversity of identities, and favor a teaching and learning process with high expectations for all students. Finally, implications for educational practice and teacher training are discussed to provide more significant opportunities for equity and social justice from an intercultural perspective in language classrooms.
This study addresses the new context of language classrooms with increasing migrant school population. This article offers a pedagogical proposal for writing development based on an analysis of classroom interactions in the subject of language arts in contexts of a high migrant population. This proposal seeks to promote the acquisition of both low-level and higher-order skills involved in purposeful writing through reflection on the uses of language in order to promote an intercultural classroom. Three 5th-grade classrooms with a high percentage of migrant students were observed, and a thematic analysis of the data obtained was carried out. The results indicate that the classroom interactions promoted by the teachers in the classrooms observed focus on the management of learning environments to motivate student participation and activate previous knowledge, to the detriment of reflection on the students’ language or the diverse cultural practices. Therefore, the proposed pedagogical sequence is based on promoting interculturality in the language arts class by creating authentic tasks that allow for dialogue around reading and writing practices. Thus, throughout the sequence, we reflect on linguistic and discursive conventions, which allow us to increase motivation, value the diversity of identities, and favor a teaching and learning process with high expectations for all students. Finally, implications for educational practice and teacher training are discussed to provide more significant opportunities for equity and social justice from an intercultural perspective in language classrooms.
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Keywords
Migración, Aprendizaje del español como segunda lengua, Interacciones de aula, Reflexión metalingüística, Estrategias didácticas, Classroom interaction, Learning Spanish as a second language, Metalinguistic reflection, Migration, Pedagogical strategies