Educación intercultural en Chile
This article aims to analyze the perception migrant families of Haitian origin, whose mother tongue is Creole, have about the experience of their daughters and sons in the "Words of Union" workshop, where they facilitated the linguistic immersion process. Nine semi-structured interviews us...
| Subtitles: | Intercultural education in Chile |
|---|---|
| Authors: | ; ; ; ; ; ; ; ; |
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Institution
2023
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| In: |
Cauriensia
Year: 2023, Volume: 18, Pages: 725-744 |
| Further subjects: | B
Educación
B Aculturación B Familia B Migración B bilingüismo |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a This article aims to analyze the perception migrant families of Haitian origin, whose mother tongue is Creole, have about the experience of their daughters and sons in the "Words of Union" workshop, where they facilitated the linguistic immersion process. Nine semi-structured interviews using a qualitative methodology were conducted with parents and guardians of a public primary school located in a vulnerable neighborhood of Santiago, Metropolitan Region, Chile. The results show that migrant families value the support received from the workshop, especially the strategies used by the interdisciplinary team of teachers, speech therapists, and teaching staff. However, there is a high demand from parents to have more communication opportunities with the school. It is recognized that the new technologies function as an accessible channel that can facilitate the participation of the entire school community. | ||
| 520 | |a El objetivo de este artículo es analizar la percepción que tienen las familias migrantes de origen haitiano, cuya lengua materna es el creole, sobre la experiencia de sus hijas e hijos en el taller ‘Palabras de Unión’ donde facilitaron el proceso de inmersión lingüística. Mediante una metodología cualitativa, se realizaron nueve entrevistas semiestructuradas a madres y padres, apoderados de un establecimiento público de enseñanza básica, ubicado en un barrio vulnerable de Santiago, Región Metropolitana, Chile. Los resultados reflejan que las familias migrantes valoran el apoyo recibido de parte del taller, especialmente las estrategias utilizadas por el equipo interdisciplinario conformado por profesores, fonoaudiólogos y personal docente. No obstante, se observa una alta demanda de parte de los apoderados por tener más oportunidades de comunicación con la escuela. Se reconoce que las nuevas tecnologías de la información funcionan como un canal accesible que puede facilitar la participación de toda la comunidad escolar. | ||
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