El aprendizaje vivencial para fomentar el uso de la lengua Kichwa en Estudiantes de Básica Elemental.
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2023-09
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Universidad de Otavalo
Resumen
El 40% de las 6700 lenguas que existen en el planeta se encuentran en peligro de desaparecer, entre estas el kichwa; esto debido a factores como: la emigración, y la adopción de costumbres e idiomas ajenos. Esta situación también ocurre con los estudiantes de Básica Elemental de la Unidad Educativa Intercultural Bilingüe “Simiátug”, quienes no practican esta lengua cotidianamente. Para fomentar y preservar el kichwa se planteó el objetivo de diseñar actividades de enseñanza – aprendizaje utilizando la metodología vivencial para el fortalecimiento de esta lengua. Para lo cual, se realizó una investigación con enfoque mixto, descriptiva y de campo, en la cual participaron los estudiantes de tercer año y sus docentes; a quienes se aplicó una encuesta y una entrevista que indago sobre la utilización de la lengua kichwa en la comunicación de los estudiantes, y la factibilidad de implementar el aprendizaje vivencial para fomentar y preservar esta lengua ancestral. Los resultados determinaron que los estudiantes se comunican muy poco en kichwa en las aulas y hogares; pero pueden adquirir con facilidad conocimientos para hablar con fluidez esta lengua, y les gustaría que sus docentes implementen nuevas formas de enseñar el idioma. Para fomentar y preservar esta lengua, se planteó una propuesta que incluyó una serie de actividades vivenciales con un ejemplo para su implementación y evaluación. Se concluye que la falta de utilización del kichwa por parte de los jóvenes de los diferentes pueblos y nacionalidades, puede acelerar su desaparición; y con esta parte de su cultura y cosmovisión.
Forty percent of the 6700 languages that exist on the planet are in danger of disappearing, including Kichwa, due to factors such as emigration and the adoption of foreign customs and languages. This situation also occurs with the elementary school students of the Intercultural Bilingual Educational Unit "Simiátug", who do not practice this language daily. To promote and preserve the Kichwa language, the objective was to design teaching-learning activities using experiential methodology to strengthen this language. For this purpose, research with a mixed, descriptive and field approach was carried out with the participation of third year students and their teachers, to whom a survey and an interview were applied to inquire about the use of the Kichwa language in the students' communication, and the feasibility of implementing experiential learning to promote and preserve this ancestral language. The results determined that students communicate truly little in Kichwa in classrooms and homes; but they can easily acquire knowledge to speak fluently this language, and they would like their teachers to implement new ways of teaching the language. To promote and preserve this language, a proposal was made that included a series of experiential activities with an example for its implementation and evaluation. It is concluded that the lack of use of Kichwa by the youth of the different peoples and nationalities can accelerate its disappearance; and with this part of their culture and cosmovision.
Forty percent of the 6700 languages that exist on the planet are in danger of disappearing, including Kichwa, due to factors such as emigration and the adoption of foreign customs and languages. This situation also occurs with the elementary school students of the Intercultural Bilingual Educational Unit "Simiátug", who do not practice this language daily. To promote and preserve the Kichwa language, the objective was to design teaching-learning activities using experiential methodology to strengthen this language. For this purpose, research with a mixed, descriptive and field approach was carried out with the participation of third year students and their teachers, to whom a survey and an interview were applied to inquire about the use of the Kichwa language in the students' communication, and the feasibility of implementing experiential learning to promote and preserve this ancestral language. The results determined that students communicate truly little in Kichwa in classrooms and homes; but they can easily acquire knowledge to speak fluently this language, and they would like their teachers to implement new ways of teaching the language. To promote and preserve this language, a proposal was made that included a series of experiential activities with an example for its implementation and evaluation. It is concluded that the lack of use of Kichwa by the youth of the different peoples and nationalities can accelerate its disappearance; and with this part of their culture and cosmovision.
Descripción
Palabras clave
Lengua, Kichwa, Inclusión, Intercultural
Citación
Chisag, L. A. y Mullo, J. V. (2023). El aprendizaje vivencial para fomentar el uso de la lengua Kichwa en Estudiantes de Básica Elemental. Maestría en Educación Intercultural e Inclusiva. Universidad de Otavalo.
