Abstract:RESUMEN Este artículo examina factores relevantes para profesores de Lengua y Literatura en la evaluación de la escritura de sus estudiantes no hispanohablantes. La fundamentación teórica de este estudio se relaciona con la evaluación como herramienta de aprendizaje, los principios para una evaluación efectiva y la evaluación de la escritura en lengua extranjera. Se trata de un estudio de caso en que se entrevistaron dos profesoras de enseñanza secundaria, para comprender qué factores inciden en la evaluación … Show more
“…Language classes can be carried out as workshops, and this will be beneficial if the teachers who give these workshops are trained in teaching foreign languages and if there is good coordination and mutual respect between these educators and the teachers of other disciplinary contents in the school. This strategy can also help to avoid the simplification of content (based on the idea of the deficit on the part of the learner) and improve feedback for students related to their mistakes (Lizasoain & Toledo, 2020;Toledo Vega et al, 2020;Toledo Vega et al, 2021a;2021b). Indeed, two frequent problems in multilingual classrooms are oversimplification and lack of teacher feedback.…”
Section: Immigration Language and Schoolmentioning
This paper discusses Haitian immigrant students' access and inclusion in Chilean Schools. For this purpose, we conducted a survey with both in-service and pre-service teachers from different school subjects to explore the relationship between the Haitian immigrant community and the Chilean public-school environment; notably, our research questions were oriented to explore the level of inclusion of Haitian students into Chilean schools, and the provision of access to education for Haitian students in Chile. In-service and pre-service Chilean teachers answered the survey. Both groups were asked about immigrant students' access and inclusion in Chilean schools. Their answers show that despite Haitian students having access to Chilean schools, there are low levels of inclusion among them. The most frequently observed categories of participants' answers to the survey point to the need for the Chilean state to become more involved in the issue of interculturality in public schools and the need to learn Spanish as an additional language for Haitian students to not fall behind in their school training or their socialization in Chilean society.
“…Language classes can be carried out as workshops, and this will be beneficial if the teachers who give these workshops are trained in teaching foreign languages and if there is good coordination and mutual respect between these educators and the teachers of other disciplinary contents in the school. This strategy can also help to avoid the simplification of content (based on the idea of the deficit on the part of the learner) and improve feedback for students related to their mistakes (Lizasoain & Toledo, 2020;Toledo Vega et al, 2020;Toledo Vega et al, 2021a;2021b). Indeed, two frequent problems in multilingual classrooms are oversimplification and lack of teacher feedback.…”
Section: Immigration Language and Schoolmentioning
This paper discusses Haitian immigrant students' access and inclusion in Chilean Schools. For this purpose, we conducted a survey with both in-service and pre-service teachers from different school subjects to explore the relationship between the Haitian immigrant community and the Chilean public-school environment; notably, our research questions were oriented to explore the level of inclusion of Haitian students into Chilean schools, and the provision of access to education for Haitian students in Chile. In-service and pre-service Chilean teachers answered the survey. Both groups were asked about immigrant students' access and inclusion in Chilean schools. Their answers show that despite Haitian students having access to Chilean schools, there are low levels of inclusion among them. The most frequently observed categories of participants' answers to the survey point to the need for the Chilean state to become more involved in the issue of interculturality in public schools and the need to learn Spanish as an additional language for Haitian students to not fall behind in their school training or their socialization in Chilean society.
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