Caracterización De La Población Migrante Adulta No Hispanoparlante en Chile Como Base Para Una Propuesta De Planificación De Una Segunda Lengua

Abstract

El progresivo y diverso movimiento migratorio desafía el sistema educativo que no estaba preparado para enfrentar una repentina heterogeneidad lingüística y cultural. Las investigaciones se han focalizado en la inserción educativa de niños, niñas y jóvenes, dejando a los adultos a la deriva. En este contexto, el objetivo es caracterizar la población migrante adulta, no hispanoparlante, que estudia en Chile y proponer elementos de base para una planificación lingüística de la adquisición del español como segunda lengua (EL2), que facilite la inclusión de este grupo. Se emplea la estadística descriptiva para el 1 Agradecemos el apoyo recibido por FONDECYT de Iniciación N° 11190448, titulado "Diálogo entre cultura y lengua como elemento facilitador de la inclusión de migrantes adultos no hispanoparlantes que residen en las regiones del Maule y Metropolitana" y FONDECYT Regular Nº 1191045 "Respuesta educativa de la escuela ante la inmersión lingüística de estudiantes inmigrantes: Estudios desde un enfoque educativo intercultural".

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

“…Consequently, initiatives focusing on Spanish language instruction for second language (L2) learners, particularly within the Haitian community, have emerged in a reactive, voluntary capacity. These programs are often led by individuals or organizations, and their implementation is primarily localized, lacking government-level coordination or a systematic approach [6]. Similar patterns are observed in other countries, such as Greece [12] and Spain [13,14], suggesting that the integration of migrants remains an evolving global concern.…”

“…However, this training does not encompass the pedagogical nuances required for teaching SL2. In regard to the educational and academic arena related to L2 teachers, it is restricted to a limited number of courses and diploma programs offered by tertiary education institutions [6]. In Spain, a situation analogous to that observed in Chile appears to be unfolding, where the educational system lacks the necessary resources for prospective teachers of SL1 to effectively instruct the language as an L2 to migrants [13].…”

“…Sumonte Rojas et al [6] provide an overview of the programs and courses developed in the country for teaching and learning SL2, categorizing them according to the framework proposed by Chua and Baldauf [43]. The first category, the micro level, pertains to programs that are formalized and possess a comprehensive curriculum for academic implementation.…”

“…Chile has emerged as a recent migration destination for Haitians [6]. Consequently, there is a dearth of pre-established support networks within the country to facilitate the integration of this particular group.…”

“…In Chile, the predominant language for communication is Spanish, acquired from birth and taught as a first language (L1) by educators who undergo comprehensive five-year university training for this purpose. However, when it comes to teaching and learning Spanish as a second language (SL2), there is a noticeable absence of pedagogical preparation programs, although there are a few available [6]. Furthermore, Chile lacks both; a linguistic policy that actively promotes the inclusion of non-Spanish speakers (NSS) and the recognition of the cultural contribution of those who have migrated to the country.…”