Notas sobre la enseñanza de alfabetización a inmigrantes adultos

Sosinski, Marcin; Young-Scholten, Martha; Naeb, Rola

doi:10.7203/foroele.0.17811

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…En particular, la necesidad formación específica de los docentes de EL2 ha sido reclamada para aquellos que trabajan con alumnos sin alfabetizar o con bajos niveles formativos (Sosinski, 2018). Cuando los adultos migrantes no alfabetizados o con bajos niveles de formación cuentan con profesores bien formados mejoran de manera significativa su competencia de lectura (Condelli et al, 2010).…”

Section: Discusión Y Conclusiónunclassified

Alinear Programas de EL2 para jóvenes migrantes a recomendaciones internacionales

Ibarra

2023

PortaLin

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El estudio internacional Language Training for Adult Migrants (OCDE, 2021) reúne recomendaciones para facilitar el diseño y desarrollo de programas de lenguas para la integración de las personas migrantes adultas. Este artículo examina las características que este estudio internacional asocia a una formación lingüística eficaz en contextos de migración y presenta una herramienta que puede ser utilizada para la autoevaluación y la mejora de entidades con programas de español para jóvenes migrantes en edad de trabajar.

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Section: Discusión Y Conclusiónunclassified

Alinear Programas de EL2 para jóvenes migrantes a recomendaciones internacionales

Ibarra

2023

PortaLin

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“…Students need, from the beginning, to learn how to behave within a new community of speakers (Arteaga, 2011). Therefore, it is necessary to go beyond the traditional perspective of teaching and think about an approach that pays special attention to multiple and different communicative scenarios (Sosinski, Young-Scholten, & Naeb, 2020).…”

Section: Introductionmentioning

confidence: 99%

Educational inclusion for migrants and refugees through language learning: difficulties, challenges and ways forward

García,

Apaolaza-Llorente,

Saez

et al. 2024

Braz. J. Develop.

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The teaching-learning process of languages for migrants and refugees is a challenge that goes beyond getting them to develop communication skills and moves toward inclusion through education. In order to analyze the main keys and difficulties when it comes to teaching this collective, this multiple case study selects seven European countries in whose educational contexts teachers and migrants work together. Specifically for this research, the perspectives of 35 experts were taken into account as a result of the data gathered through round tables. After developing a cross-case analysis, the results demonstrated significant connections which delved into analytical generalizations: (i) the importance of focusing on the cultural dimension and the motivation factor; (ii) the impact of structural vulnerability on students, which was identified as the main obstacle when it comes to achieving the objective of teaching, and (iii) the lack of institutional resources. Finally, (iv) active methodologies were proposed as a way forward to address these challenges.

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“…Toledo [8] further emphasizes that the inability to communicate in the host country's language, combined with the economically disadvantaged nation origin, and the lack of documented educational backgrounds, renders this group exceptionally vulnerable within the host nation. Furthermore, for migrants with little or no formal education, the process of inclusion presents even greater challenges when compared to their more educated counterparts [9,10].…”

Section: Introductionmentioning

confidence: 99%

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

Sumonte Rojas,

Fuentealba,

Bahamondes Quezada

et al. 2024

Education Sciences

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Research in Chile, regarding language teaching and learning, has focused on Spanish as a first language (L1). However, due to the growing influx and settlement of non-Spanish-speaking adult migrants, the significance of investigating language education within a second-language (L2)-context has surged. Accordingly, the objective of this study is to examine the implementation of a Spanish language teaching–learning program as an L2 from the learners’ perspectives. The ultimate objective is to contribute to the advancement of knowledge in this field within the national framework. This qualitative, descriptive/interpretive study involves 10 adult Haitian migrants who do not speak Spanish and live in a rural area. These participants possess varying educational backgrounds and are situated within a vulnerable context. In pursuit of the objective, two focus groups were convened. The outcomes underscore the pressing need for comprehensive macro-level development, at the governmental level, to address the inclusion of migrants. This entails equipping educators with linguistic proficiency and theoretical and pedagogical expertise for instructing an L2 program. Furthermore, the inclusion of linguistic mediators, a judicious use of the learners’ L1 as a pedagogical resource, and the implementation of strategies that cater to individual needs contribute to a more effective and inclusive teaching–learning experience.

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Notas sobre la enseñanza de alfabetización a inmigrantes adultos

Cited by 4 publications

References 18 publications

Alinear Programas de EL2 para jóvenes migrantes a recomendaciones internacionales

Alinear Programas de EL2 para jóvenes migrantes a recomendaciones internacionales

Educational inclusion for migrants and refugees through language learning: difficulties, challenges and ways forward

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

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