Grupos interactivosFomentado interacciones colaborativas en una lengua adicional en un contexto multilingüe

  1. Leire Ugalde 1
  2. Rocío García-Carrión 2
  3. Nahia Intxausti-Intxausti 1
  4. Harkaitz Zubiri-Esnaola 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revista:
RISE

ISSN: 2014-3575

Año de publicación: 2023

Volumen: 12

Número: 3

Páginas: 273-292

Tipo: Artículo

DOI: 10.17583/RISE.13257 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: RISE

Resumen

La investigación ha demostrado que participar en interacciones colaborativas es esencial tanto para el aprendizaje de la lengua como para el acceso efectivo a los contenidos escolares, sobre todo en contextos multilingües en los que gran parte del alumnado tiene como lengua de instrucción una lengua diferente a la del contexto familiar. Sin embargo, la investigación aún necesita analizar más acciones educativas que logren generar interacciones colaborativas en estas circunstancias. Este estudio exploratorio analiza los Grupos Interactivos en un contexto multilingüe en el que el euskera es la lengua de instrucción y L2 para la mayoría del alumnado. Utilizando la Metodología Comunicativa, 21 Grupos Interactivos se grabaron en vídeo y se analizaron cualitativa y cuantitativamente. Se realizaron dos entrevistas al profesorado, una al voluntariado, siete al alumnado, y dos grupos de discusión con estudiantes. Los resultados muestran que en estos Grupos Interactivos prevalecen las interacciones colaborativas en la L2, lo cual se logra porque tanto el adulto como el alumnado generan un andamiaje colectivo que (a) favorece la concentración en la tarea académica, (b) neutraliza las conductas disruptivas y (c) activa la solidaridad entre el alumnado para superar las dificultades de aprendizaje. Se discuten las implicaciones educativas de los resultados.

Referencias bibliográficas

  • Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561-598. https://doi.org/10.1080/02671522.2018.1481140
  • Aubert, A., Molina, S., Shubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90-103. https://doi.org/10.1016/j.lcsi.2017.03.002
  • Ball, J. (2010). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years. Early Childhood Development Intercultural Partnerships, University of Victoria.
  • Basque Government, Government of Navarre and Public office of the Basque language (2016). VI. Inkesta Soziolinguistikoa. Euskararen eremu osoa. [6th Sociolinguistic Survey. The whole territory of the Basque language]. Basque Government, Government of Navarre and Public office of the Basque language. https://bit.ly/3g46DP3
  • Basque Government (2018). Euskararen adierazle sistema. Urtekaria 2018 (= Basque Indicator System. Yearbook 2018). Basque Government. https://bit.ly/3wN0ywV
  • Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. Praeger.
  • Council of Europe (1992). European Charter for Regional or Minority Languages. Council of Europe. https://bit.ly/3i6slnU
  • Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
  • Díez-Palomar, J., & Cabré, J. (2015). Using dialogic talk to teach mathematics: the case of interactive groups. ZDM Mathematics Education, 47(7), 1299-1312. https://doi.org/10.1007/s11858-015-0728-x
  • Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100 (S1), 19-47. https://doi.org/10.1111/modl.12301
  • Elosua, P., & De Boeck, P. (2020). Educational assessment issues in linguistically diverse contexts: a case study using a generalised linear mixed model. Language, Culture and Curriculum, 33(3), 305-318. https://doi.org/10.1080/07908318.2019.1662432
  • European Commission. (2013). Ethics. https://bit.ly/31O8wLZ
  • European Parliament & European Council. (2016). Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC (General Data Protection Regulation). https://bit.ly/3dVWypK
  • Fernandez Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of second language writing, 21(1), 40-58. https://doi.org/10.1016/j.jslw.2011.12.002
  • Flecha, R. (2000). Sharing words: Theory and practice of dialogic learning. Rowman & Littlefield.
  • Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465. https://doi.org/10.1080/0305764X.2013.819068
  • Flecha, R. (2015). Successful educational actions for inclusion and social cohesion in Europe. Springer.
  • Freire, P. (1972). Pedagogy of the Oppressed. 1968. Herder.
  • García-Carrión, R., & J. Díez-Palomar. (2015). Learning Communities: Pathways for Educational Success and Social Transformation through Interactive Groups in Mathematics. European Educational Research Journal, 14(2), 151-166. https://doi.org/10.1177/1474904115571793
  • García-Carrión, R., López de Aguileta, G., Padrós, M., & Ramis-Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in Psychology, 11, 140. https://doi.org/10.3389/fpsyg.2020.00140
  • Giner, E. (2019). Amistades creadoras. [= Creative Friendship]. Hipatia Press.
  • Gómez, A., Padrós, M., Ríos, O., Mara, L. C., & Pukepuke, T. (2019). Reaching social impact through communicative methodology. Researching with rather than on vulnerable populations: the Roma case. Frontiers in Education, 19. https://doi.org/10.3389/feduc.2019.00009
  • Habermas, J. (1981). Theory of communicative action. Beacon Press.
  • Hawkins, M. R., & Mori, J. (2018). Considering ‘trans-’perspectives in language theories and practices. Applied Linguistics, 39(1), 1-8. https://doi.org/10.1093/applin/amx056
  • ISEI-IVEI, Basque Government. (2018). Ebaluazio diagnostikoa 2017: Txosten exekutiboa [Diagnostic assessment 2017: Executive report]. Basque Government. https://bit.ly/2Rcq2EY
  • Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language teaching research, 12(2), 211-234. https://doi.org/10.1177/1362168807086288
  • LaScotte, D. & Tarone, E. (2019). Heteroglossia and Constructed Dialogue in SLA. The Modern Language Journal, 103, 95-112. https://doi.org/10.1111/modl.12533
  • León-Jiménez, S., Villarejo-Carballido, B., López de Aguileta, G., & Puigvert, L. (2020). Propelling Children's Empathy and Friendship. Sustainability, 12, 7288. https://doi.org/10.3390/su12187288 S.
  • Learning Communities (2022). CdA en el Mundo. https://bit.ly/3uxk81B
  • Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51, 285–329. https://doi.org/10.1017/S0261444818000125
  • Mackey, A., Fell, E., de Jesus, F., Hall, A., & Ku, Y. Y. (2022). Social justice in applied linguistics: Making space for new approaches and new voices. Annual Review of Applied Linguistics, 42, 1-10. https://doi.org/10.1017/S0267190522000071
  • Santiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 1362168821994142. https://doi.org/10.1177/1362168821994142
  • Santiago-Garabieta, M., Zubiri-Esnaola, H., García-Carrión, R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research, 65(2), 189-203. https://doi.org/10.1080/00131881.2023.2189433
  • Soler, M., & Flecha, R. (2010). Desde los actos de habla de Austin a los actos comunicativos: Perspectivas desde Searle, Habermas y CREA. Revista signos, 43, 363-375.
  • Sordé Martí, T., Flecha, R., Rodríguez, J. A., & Bosch, J. L. C. (2020). Qualitative inquiry: A key element for assessing the social impact of research. Qualitative Inquiry, 26(8-9), 948-954. https://doi.org/10.1177/10778004209381
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158. https://doi.org/10.1111/1467-9922.00179
  • United Nations (1989). Convention on the Rights of the Child. United Nations. https://bit.ly/3wKnhK4
  • United Nations (2015). Sustainable Development Goals. Quality Education. United Nations. https://bit.ly/3POChQN
  • UNESCO (2021). Inclusion in early childhood care and education: Brief on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000379502
  • Valero, D., Redondo-Sama, G. & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787-802. https://doi.org/10.1080/13603116.2017.1408712
  • Valls, R., & L. Kyriakides. (2013). The Power of Interactive Groups: How Diversity of Adults Volunteering in Classroom Groups Can Promote Inclusion and Success for Children of Vulnerable Minority Ethnic Populations. Cambridge Journal of Education 43(1), 17-33. https://doi.org/10.1080/0305764X.2012.749213.
  • Vygotsky, L.S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Walter, S., & Benson, C. (2012). Language policy and medium of instruction in formal education. The Cambridge handbook of language policy, 278-300. https://doi.org/10.1017/CBO9780511979026.017
  • Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–142. https://doi.org/10.1177/136216880607074599
  • Zalbide, M., & Cenoz, J. (2008). Bilingual education in the Basque Autonomous Community: Achievements and challenges. Language, Culture and Curriculum, 21(1), 5-20. https://doi.org/10.2167/lcc339.0
  • Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162-180. https://doi.org/10.1080/00131881.2020.1755605
Fuente de los datos: Dialnet