Perspectivas actuales para el fomento del aula transcultural en chile

• Toledo Vega, Gloria ^[1] ; Quilodrán, Francisco ^[1] ; Olivares, Miguel ^[2] ; Silva, Julio ^[3]
  1. [1] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
  2. [2] Universidad de Playa Ancha de Ciencias de la Educación

     Universidad de Playa Ancha de Ciencias de la Educación

     Valparaíso, Chile

     
  3. [3] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     

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• Localización: Nueva Revista del Pacífico, ISSN-e 0719-5176, ISSN 0716-6346, Nº. 73, 2020, págs. 164-185
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El presente artículo es una revisión selectiva y crítica de literatura sobre el desarrollo de aulas transculturales en contexto escolar. En él, se presenta una visión situada sobre perspectivas y enfoques actuales para las aulas plurilingües en Chile y se ofrece una propuesta concreta, sencilla y clara para la implementación de clases de español como lengua extranjera (ELE) en la escuela pública local. Tras integrar la información sobre la realidad chilena, las perspectivas internacionales actuales, el papel de la escritura en el desarrollo de la competencia en ELE y el currículo educacional chileno, se concluye que es importante contextualizar en el plano local las propuestas académicas (generalmente anglosajonas) y que es imprescindible la enseñanza de ELE para los estudiantes no hispanohablantes, si se quiere potenciar realmente la transculturalidad en los establecimientos educacionales públicos.

  • English

    This article is a selective and critical review of literature on the development of intercultural classrooms in a school context. It presents a situated point of view on current perspectives and approaches for multilingual classrooms in Chile, and offers a concrete, simple and clear proposal for the implementation of classes of Spanish as a foreign language (SFL) in the local public school. After integrating information on the Chilean reality, current international perspectives, the role of writing in the development of SFL competence, and the Chilean educational curriculum, it is concluded that it is important to contextualize academic trends (generally Anglo-Saxon) and that SFL teaching is essential for non-Spanish-speaking students if transculturality is to be really promoted in public educational establishments.

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