The Transition from First to Second Language Instruction: South African Year 4 Learners
- Mia Le Roux University of Pretoria https://orcid.org/0000-0001-7739-4907
- Salomé Geertsema University of Pretoria https://orcid.org/0000-0002-0856-0737
- Carmen Milton University of Pretoria https://orcid.org/0000-0001-9429-3200
- Marien Alet Graham University of Pretoria https://orcid.org/0000-0003-4071-9864
- Kate Wittstock University of Pretoria
- Humayra Gardee University of Pretoria
- Diyaanah Sattar Carrim University of Pretoria
- Helene Veerasamy University of Pretoria
Resumen
Las habilidades precursoras de lectoescritura y la conciencia fonológica desempeñan un papel fundamental en la adquisición posterior de habilidades de lectoescritura, especialmente durante la transición de la primera lengua a la segunda. Diversos estudios realizados en Sudáfrica han revelado que los estudiantes de inglés como segunda lengua, incluso aquellos que reciben instrucción en inglés desde el primer año, carecen de suficientes habilidades precursoras y de un nivel óptimo lectoescritor para satisfacer las necesidades académicas. Los estudiantes que pasan de la instrucción en la primera lengua a la instrucción en la segunda lengua en el cuarto año pueden presentar habilidades aún menores debido a una más escasa exposición al inglés a nivel académico. Esto puede influir decisivamente en sus habilidades lectoescritoras. Este estudio se propuso analizar y determinar la asociación entre las medidas de competencia lectoescritora previa y lectoescritura posterior de estudiantes de cuarto año que han pasado recientemente de la enseñanza en su L1 al inglés como lengua de aprendizaje y enseñanza (LDA). Se utilizó un diseño cuantitativo, transversal, descriptivo y correlacional. Se empleó un muestreo no probabilístico por conveniencia. Los resultados indicaron que los participantes tenían un nivel de alfabetización precursora y posterior limitada en inglés, lo que demuestra que la transición a su segunda lengua como lengua de aprendizaje y enseñanza en cuarto año puede ser difícil. Estas dificultades afectan las habilidades de lectoescritura necesarias para el éxito académico. Además, se determinaron correlaciones positivas y significativas entre las habilidades precursoras y de lectoescritura evaluadas. Por lo tanto, la intervención es esencial para dotar a los estudiantes de sólidas habilidades de lectoescritura en la lengua de aprendizaje y enseñanza.
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