The effect of multilingual pedagogies on language aptitude: A study on lower secondary school students based on the LLAMA test
DOI:
https://doi.org/10.21283/2376905X.1.9.2.272Palabras clave:
Pedagogías multilingües, Translingüismo, Aptitud lingüística, Conciencia metalingüísticaResumen
Este artículo presenta un estudio exploratorio sobre la relación que existe entre las pedagogías multilingües y la aptitud lingüística, un constructo complejo asociado a la conciencia metalingüística y a los procesos cognitivos que predicen la capacidad de aprender una lengua extranjera. El test LLAMA fue administrado a 67 estudiantes de secundaria obligatoria en Italia. Los estudiantes se dividieron en dos grupos: durante cuatro años, el grupo objetivo fue expuesto de forma regular a un éveil aux langues (despertar a las lenguas) y a prácticas docentes translingüísticas con un enfoque explícito en la reflexión interlingüística, mientras que el grupo de control fue expuesto de manera regular a una instrucción monolingüe. Los resultados mostraron que el grupo objetivo logró una mejor puntuación en dos subtest LLAMA (tarea de correspondencia sonido-símbolo y tarea de inferencia gramatical). El análisis consistió en un examen exhaustivo de un patrón composite de correlaciones y predictores sobre la influencia de la competencia en italiano y de la competencia en inglés. Finalmente, el artículo debate las implicaciones de estos resultados en términos de investigación y de perspectivas educativas.
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Derechos de autor 2022 Valentina Carbonara
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
