LSF en las Islas Salomón: un marco para mejorar las prácticas de literacidad en la educación básica primaria

• Marie Quinn ^[1]
  1. [1] University of Technology

     University of Technology

     Rusia

     
• Localización: Íkala, ISSN 0123-3432, Vol. 26, Nº. 1, 2021, págs. 207-223
• Idioma: varios idiomas
• DOI: 10.17533/udea.ikala.v26n01a05
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Evaluar y reformar la literacidad en el aula se han convertido en una preocupación de países enteros, especialmente los del Pacífico, donde es común que los países promuevan la literacidad en inglés en contextos multilingües. En las Islas Salomón, en 2013, los malos resultados en las pruebas locales y regionales de literacidad precipitaron una revisión de la forma en que se estaba enseñando el inglés en la educación básica primaria en ese país multilingüe. En una posterior reforma de los materiales de literacidad empleados en el aula y la subsecuente capacitación de maestros, se adoptó un método basado en principios del campo de la lingüística sistémico-funcional. Dicho método usa un modelo de instrucción lingüística fundamentado en estratos del lenguaje y en la instrucción explícita dentro de un ciclo de aprendizaje para apoyar la lectura y la escritura. Este artículo describe la manera como se aplicaron esos principios de la lsf en los nuevos materiales didácticos para los primeros años de la educación básica primaria y la formación concomitante para maestros y directores de escuelas que ocurrió entre 2014 y 2016. El artículo ofrece, además, un modelo de reforma aplicable a otros contextos en los que el desarrollo de la literacidad en un idioma diferente al de la comunidad sea esencial para el éxito escolar de los estudiantes.

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