PROPUESTA DIDÁCTICA PARA LA ENSE ÑANZA DE LA LECTURA EN ESPAÑOL PARA NIÑOS HABLANTES DE HERENCIA EN CONTEXTOS ANGLÓFONOS (INGLATERRA)
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2022-03-22
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Jaén: Universidad de Jaén
Resumen
[ES] El presente estudio pretende revisar la literatura existente sobre la pedagogía de hablantes de herencia de la lengua española, haciendo énfasis en las particularidades de la enseñanza y el aprendizaje de la lectura para los niños y las niñas hablantes de herencia, descendientes de hispanohablantes residentes en contextos angloparlantes. Además, se realiza un análisis comparativo de material didáctico para establecer y determinar diferencias y similitudes en el proceso inicial de enseñanza del código alfabético y la enseñanza de los fonemas tanto en la lengua española como en la lengua inglesa, específicamente de Inglaterra, y plantear una secuencia didáctica que logre aprovechar los conocimientos adquiridos en el contexto dominante para la adquisición de la competencia lectora en la lengua española. Asimismo, contribuir con actividades de apoyo para que los padres, los tutores y los docentes logren transmitir y mantener el español como lengua de herencia a futuras generaciones en contextos anglófonos.
[EN] The present study aims to review the existing literature on the pedagogy of heritage speakers of the Spanish language, with emphasis on the particularities of reading teaching and learning for heritage-speaking children, descendants of Spanish speakers living in English-speaking contexts. In addition, a comparative analysis of didactic material is carried out to establish and determine differences and similarities in the initial process of teaching the alphabetic code and the teaching of phonemes both in the Spanish language and in the English language, specifically from England, and to propose a didactic sequence that manages to take advantage of the knowledge acquired in the dominant context for the acquisition of reading competence in the Spanish language. Likewise, to contribute with support activities so that parents, tutors and teachers can transmit and maintain Spanish as a heritage language to future generations in English-speaking contexts.
[EN] The present study aims to review the existing literature on the pedagogy of heritage speakers of the Spanish language, with emphasis on the particularities of reading teaching and learning for heritage-speaking children, descendants of Spanish speakers living in English-speaking contexts. In addition, a comparative analysis of didactic material is carried out to establish and determine differences and similarities in the initial process of teaching the alphabetic code and the teaching of phonemes both in the Spanish language and in the English language, specifically from England, and to propose a didactic sequence that manages to take advantage of the knowledge acquired in the dominant context for the acquisition of reading competence in the Spanish language. Likewise, to contribute with support activities so that parents, tutors and teachers can transmit and maintain Spanish as a heritage language to future generations in English-speaking contexts.