El desarrollo del lenguaje como input lingüístico en la enseñanza y el aprendizaje de lenguas en aulas multigrado
The development of language as a linguistic input in the teaching-learning process of languages in multigrade classrooms

Author(s): Liliana Fuentes Monsalves, Andrea Cocio Seguel, Claudia Parada Soto, María Lara Millapan
Subject(s): Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Language acquisition, Psycholinguistics, School education
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: rural schools; development of language; modularity of the mind
Summary/Abstract: The aim is to promote the development of the students’ language abilities in multigrade schools, using the constructivist perspective of the modularity or mold-ability of the mind. This is used in order to promote the development of the languages studied. The methodology practice corresponds to the descriptive research. The study group corresponds to 24 multigrade primary students from the school “Manzanar” in Lumaco-Chile. Interviews with teachers, questionnaires in three languages, and classroom observation were used. The results of this first stage allowed the identification of language proficiency of the students in the three languages studied, and the teaching style of the teachers. Mapudungun had low scores on the comprehension test, while Spanish and English had acceptable levels. Although the communicative approach to the language was similar in the three teachers’ practices, it was observed that there were significant differences in the methodology implemented in the three languages.

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