Recursos y obstáculos que afectan a los estudiantes de inglés en las escuelas secundarias norteamericanas

• Autores: María Fernández-Hawrylak , Beth A. Wassell, Sarah-Kate La Van
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, págs. 187-201
• Idioma: español
• DOI: 10.30827/digibug.53740
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo presenta un estudio cualitativo centrado en las experiencias de catorce estudiantes de inglés (ELL, English Language Learners) en escuelas secundarias urbanas norteamericanas cuya finalidad es conocer las estructuras que afectan a su capacidad de actuación, particularmente las relacionadas con la enseñanza y el aprendizaje. En primer lugar se ofrece una visión general de la literatura sobre las experiencias de los estudiantes de inglés en las escuelas de Estados Unidos. Posteriormente se describen las características y el diseño de la investigación, y los resultados obtenidos. Por último, se ofrecen conclusiones e implicaciones de la investigación. Las estructuras específicas de las aulas, de las escuelas y de la comunidad afectan a la capacidad del alumnado para acceder a los recursos necesarios para satisfacer sus necesidades sociales y de aprendizaje. Utilizando un marco metodológico de investigación narrativa encontramos que éstas incluían (i) Recursos: el espacio, el tiempo, y un esquema de atención que fueron creados por las prácticas docentes; (ii) Obstáculos:

    malas prácticas instructivas, falta de empatía hacia las experiencias de los estudiantes, y menores oportunidades de acceso al plan de estudios

  • English

    This article describes a qualitative study that focused on the experiences of 14 English Language Learner (ELL) students in urban high schools in the United States.

    The study investigated the structures that affected the students� agency, particularly related to teaching and learning. After describing relevant literature related the experiences of ELL students in the USA, the research design, findings, conclusions and implications are presented.

    Specific structures within classrooms, schools and the community impacted students� ability to access resources necessary to meet their academic and social needs and to learn effectively. Using a narrative inquiry framework, the findings revealed that resources included space, time, and a sense of caring created by teachers. The barriers included ineffective instructional practices, a lack of empathy toward the students and their experiences, and fewer opportunities to access the curriculum

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