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

Objetivos de desarrollo sostenible

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.

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Fuente de los datos: Dialnet