| Revista: | Educare (San José) |
| Base de datos: | CLASE |
| Número de sistema: | 000498691 |
| ISSN: | 1409-4258 |
| Autores: | Plata Ramírez, José Miguel1 |
| Instituciones: | 1Universidad de Los Andes, Mérida. Venezuela |
| Año: | 2017 |
| Periodo: | Sep-Dic |
| Volumen: | 21 |
| Número: | 3 |
| País: | Costa Rica |
| Idioma: | Inglés |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico |
| Resumen en español | Esta investigación ofrece formas alternativas de entender la experiencia de Victoria como aprendiente de lengua, la complejidad de un proceso de aprendizaje de segunda lengua y el papel fundamental que el profesorado debe desempeñar para mediar en el aprendizaje estudiantil para reafirmar sus identidades. Este estudio representa un claro ejemplo de lo que deberíamos hacer en nuestras aulas, como maestros y maestras de aula / docentes de lenguas extranjeras, si realmente queremos ofrecerle al estudiantado oportunidades reales de aprender lengua y ayudarle a reafirmar su identidad como aprendices |
| Resumen en inglés | This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners |
| Resumen en portugués | Este estudo representa um claro exemplo do que deveríamos fazer em nossas salas de aula, como professores e professoras de um idioma estrangeiro, se realmente queremos oferecer aos estudantes oportunidades reais para aprender a língua e ajudar a reafirmar a sua identidade como aprendizes |
| Disciplinas: | Educación |
| Palabras clave: | Pedagogía, Estados Unidos de América, Participación periférica legítima, Relaciones de poder, Aprendizaje del inglés, Identidad, Migración, Aprendizaje de una segunda lengua, Venezolanos, Niños |
| Keyword: | Pedagogy, United States of America, Second language learning, Legitimate peripheral participation, Relations of power, Learning, Identity, Newcomer, Venezuelans, Children |
| Texto completo: | Texto completo (Ver HTML) Texto completo (Ver PDF) |
