Amigos del cuarto grado de Naranjito, PR y Michigan, EEUU: Las colaboraciones globales como estrategias eficaces en la enseñanza transformadora de lectura
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Abstract
Resumen:
Los niños hispanos en Estados Unidos (EE.UU.) que mantienen la lengua de herencia (español) mientras adquieren inglés se benefician cultural y académicamente más que los hablantes monolingües de inglés o los hispanos con atrición en español. A pesar de las diversas ventajas, los niños hispanohablantes en EE.UU. carecen de oportunidades de usar el español con propósitos académicos como para leer y escribir con fines de desarrollar sus capacidades literarias. En paralelo, el impacto mundial de la pandemia del COVID-19 ha contribuido a un incremento enorme de niños sin el nivel mínimo de competencia en lectura; las mayores pérdidas de rendimiento se han reflejado en América Latina y el Caribe (United Nations, 2021). Las autores reportan las fases de un proyecto piloto que vincula dos poblaciones de estudiantes hispanohablantes de riesgo en Michigan (MI) y Puerto Rico (PR) con el propósito de fomentar la lectura en español y aumentar la comprensión lectora. La educación transformadora fue utilizada como herramienta para impulsar la expresión creativa de manera dinámica y basándose en un diálogo entre los dos grupos estudiados. iEARN Orillas (International and Education and Resource Network) - una organización educativa que conecta a estudiantes de todo el mundo – aportó el diseño educativo del proyecto y estableció lazos entre ambos grupos de estudiantes y docentes de PR y MI (Figueroa- Roque y Brown, 2023). El proyecto tuvo una duración de nueve semanas entre dos grupos de amigos compuestos de ocho estudiantes de Naranjito, Puerto Rico, y veinte estudiantes de Michigan, EE.UU. Los resultados de la investigación demuestran un aumento en el grupo de MI y PR en las destrezas de comprensión lectora, conocimiento geométrico y producción escrita. Igualmente, se demuestran los beneficios de un intercambio global para comunidades monolingües y bilingües con un aumento en las tres destrezas medidas. El estudio sirve como base para la integración de intercambios globales como parte de la educación transformadora y el mantenimiento de las lenguas de herencia.
Abstract:
Hispanic children in the United States (U.S.) who maintain their heritage language (Spanish) while acquiring English benefit both culturally and academically more than monolingual English speakers or Hispanics who experience Spanish attrition. Despite these advantages, Spanish-speaking children in the U.S. lack opportunities to use Spanish for academic purposes, such as reading and writing, to develop their literacy skills. In parallel, the global impact of the COVID-19 pandemic has led to a dramatic increase in the number of children who do not meet the minimum proficiency level in reading, with the greatest learning reduction observed in Latin America and the Caribbean (United Nations, 2021). The authors report the phases of a pilot project that connects two at-risk populations of Spanish-speaking students in Michigan (MI) and Puerto Rico (PR) with the purpose of promoting and increasing reading comprehension in Spanish. The framework of Transformative education was used as a tool to foster creative expression in a dynamic way through dialogue between the two student groups. iEARN Orillas (International Education and Resource Network), an educational organization that connects students worldwide, provided the educational design for the project and established the connection between the groups of students and teachers from PR and MI (Figueroa-Roque & Brown, 2023). The project lasted nine weeks and involved two groups of students: eight from Naranjito, Puerto Rico, and twenty from Michigan, U.S. The results show an increase in reading comprehension skills, geometric knowledge, and written abilities for both groups (MI and PR). Similarly, the findings demonstrate the benefits of a global exchange for both monolingual and bilingual communities, with improvement in all three measured skills. This study serves as a foundation for the integration of global exchanges as part of transformative education and the maintenance of heritage languages.
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