English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts
DOI:
https://doi.org/10.21283/2376905X.1.9.2.279Palabras clave:
Didáctica de la lengua inglesa, Inglés como lengua franca, Aprendices jóvenes, Grupo focal, Análisis cualitativoResumen
En los últimos veinticinco años, la enseñanza del inglés se ha introducido en las escuelas primarias de todo el mundo a una edad cada vez más temprana. Además, en las últimas décadas se han llevado a cabo varios estudios, en especial en Europa, sobre quienes están directamente involucrados en la implementación de esta política: los estudiantes muy jóvenes. El proyecto Erasmus+ ENRICH –que promueve las competencias docentes necesarias para responder a los desafíos que surgen en las aulas multilingües en toda Europa– exploró las prácticas de enseñanza/ aprendizaje en cinco países donde el profesorado de inglés enseña a estudiantes de diferentes contextos lingüísticos y culturales. Asimismo, este proyecto investigó las necesidades de los estudiantes (niños/as y adolescentes), su conocimiento y comprensión de nuevas formas de comunicación y del aprendizaje a través del inglés. La presente investigación se enfoca en los datos recopilados a través de una serie de grupos focales donde se invitaron a más de 100 participantes, con edades entre los 11 y los 13 años. Se les pidió a los participantes que reflexionaran sobre su rol como aprendices y usuarios del inglés, lo que provocó respuestas personales y más detalladas sobre sus experiencias de aprendizaje. El análisis de las reflexiones de los jóvenes estudiantes reveló sus posturas en términos de conocimiento de la enseñanza del inglés y del rol que tiene este idioma en contextos multilingües.
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Derechos de autor 2022 Silvia Sperti
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
