Parental Views of Minority Language Instruction in a Spanish Enrichment Program and for English Language Learners

• Ani Shabazian ^[1] ; Francisco Ramos ^[1]
  1. [1] Loyola Marymount University

     Loyola Marymount University

     Estados Unidos

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, págs. 71-87
• Idioma: inglés
• DOI: 10.30827/digibug.54039
• Títulos paralelos:
  • Creencias de padres sobre la enseñanza de lenguas minoritarias en un programa de enriquecimiento de español y de aprendizaje para estudiantes de inglés
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    Cuarenta padres de niños matriculados en un Programa de Enriquecimiento de Español (SEP) en un centro de niños de una universidad del sur de California respondieron a un cuestionario que preguntaba sus opiniones sobre el aprendizaje del español por parte de sus hijos, así como los principios del bilingüismo y del uso de las lenguas minoritarias con los niños que están aprendiendo inglés (ELLs). Mientras los padres parecían apoyar el programa y los fundamentos del bilingüismo, y valorar el desarrollo de destrezas bilingües por parte de sus hijos, su apoyo al uso de las lenguas minoritarias para que estos estudiantes que están aprendiendo inglés desarrollaran sus destrezas bilingües no fue tan fuerte. Sin embargo, notablemente, un gran número de participantes “no estaban seguros” al respecto. Este resultado parece indicar la necesidad de un esfuerzo concertado por parte del personal del SEP para proveer a los padres con más información sobre los principios del aprendizaje de segundas lenguas y el bilingüismo en general que beneficie a todos los niños, no solamente los propios.

  • English

    Forty parents of children enrolled in a Spanish Enrichment Program (SEP) at a Southern California university’s children’s center responded to a questionnaire inquiring on their attitudes toward their children learning Spanish, as well as the principles of bilingualism and the instructional use of minority languages with English Language Learners (ELLs).

    While parents appeared to support the SEP and the tenets of bilingualism, and value their children’s development of bilingual skills, their support for the instructional use of minority languages with ELLs to help these students develop bilingual skills was not as strong. However, notably, a large number of participants were “not sure”. This finding hints at the need for a concerted effort on the part of the SEP’s faculty and staff to provide parents with more information on the principles of second language acquisition and bilingualism in general, in order to benefit all children, not just their own

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