Componentes sociolingüísticos y culturales en el proceso educativo del alumnado inmigrante

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teoria de la Educacion Pub Date : 2017-11-30 DOI:10.14201/TEOREDU292127144

Elena Martín-Pastor, Cristina Jenaro Río, Francisca González-Gil

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引用次数: 4

Abstract

In the Spanish educational system, immigrant students are one of the principal groups with high rates of school failure. In this situation we assume that part of the difficulties of these students can be explained by their ignorance of cultural codes and the communication mediators in which the school is organized which can impede their access to the curricula, their communication, their participation and their social and educative inclusion. Our study aims to identify similarities and differences in the understanding of sociolinguistic and sociocultural components among immigrant students whose mother tongue is Spanish compared to their peers of compulsory secondary education. To test this, a sample of 247 students from Salamanca was selected. Of these 141 students were immigrants. The results show that immigrant students who speak Spanish have more difficulties inferring the meaning of the vocabulary and the expressions that appear in their teaching resources. This leads us to think about the educational practices that we are developing in order to respond the needs of those students.

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移民学生教育过程中的社会语言和文化成分

在西班牙的教育体系中，移民学生是学业不合格率高的主要群体之一。在这种情况下，我们假设这些学生的部分困难可以解释为他们对文化规范和学校组织中的沟通中介的无知，这可能会阻碍他们获得课程，沟通，参与以及社会和教育融入。本研究旨在找出母语为西班牙语的移民学生与接受义务中等教育的同龄人在理解社会语言学和社会文化成分方面的异同。为了验证这一点，我们从萨拉曼卡选取了247名学生作为样本。这141名学生中有移民。结果表明，说西班牙语的移民学生对教学资源中出现的词汇和表达的含义有更多的推断困难。这让我们思考我们正在开发的教育实践，以满足这些学生的需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teoria de la Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

6.70%

发文量

审稿时长

4 weeks

期刊介绍： Teoría de la Educación. Revista Interuniversitaria was founded in 1986. It is an international academic journal on Pedagogy that publishes original research articles, in open access, from a theoretical perspective and methodology of education, aiming at providing pedagogical knowledge to researchers and professionals to improve, through a discussion substantiated criticism, descriptions, explanations, understandings and applications of educational thought and action. The journal belongs to the Publication Services of the University of Salamanca. It is a biannual journal, publishing one issue per semester. The reception of articles is permanently open, welcoming original works in Spanish, English or Portuguese, admitting exceptionally proposals in other languages.