LSF en las Islas Salomón: un marco para mejorar las prácticas de literacidad en la educación básica primaria
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a05Palabras clave:
Prácticas de literacidad, reformas lingüísticas, educación básica primaria, ciclo de enseñanza y aprendizaje, lsf, materiales de enseñanzaResumen
Evaluar y reformar la literacidad en el aula se han convertido en una preocupación de países enteros, especialmente los del Pacífico, donde es común que los países promuevan la literacidad en inglés en contextos multilingües. En las Islas Salomón, en 2013, los malos resultados en las pruebas locales y regionales de literacidad precipitaron una revisión de la forma en que se estaba enseñando el inglés en la educación básica primaria en ese país multilingüe. En una posterior reforma de los materiales de literacidad empleados en el aula y la subsecuente capacitación de maestros, se adoptó un método basado en principios del campo de la lingüística sistémico-funcional. Dicho método usa un modelo de instrucción lingüística fundamentado en estratos del lenguaje y en la instrucción explícita dentro de un ciclo de aprendizaje para apoyar la lectura y la escritura. Este artículo describe la manera como se aplicaron esos principios de la lsf en los nuevos materiales didácticos para los primeros años de la educación básica primaria y la formación concomitante para maestros y directores de escuelas que ocurrió entre 2014 y 2016. El artículo ofrece, además, un modelo de reforma aplicable a otros contextos en los que el desarrollo de la literacidad en un idioma diferente al de la comunidad sea esencial para el éxito escolar de los estudiantes.
Descargas
Citas
ACER (2013). Solomon Islands Standardised Tests of Achievement – (SISTA) English and Mathematics Year 4 and Year 6 Report 1- Main study. ACER
ACER (2016). Solomon Islands Standardised Tests of Achievement – (SISTA) English and Mathematics Year 4 and Year 6 Report 1- Main study 2015. ACER
Brisk, M. E. (2014). Engaging students in academic literacies. Routledge.
Brock, C., & Crossley, M. (2013). Revisiting scale, comparative research and education in small states. Comparative Education, 49(3), 388-403.
Burnett, G. (2009). Critically theorising the teaching of literacy and language in Pacific schooling: Just another Western metanarrative. Critical Literacy: Theories and Practices, 3(2), 17-32.
Catherwood, V. & Haggland, J. (2019). Review of Solomon Islands education support, 2016 – 19: Final Report. Allen & Clarke/New Zealand Foreign Affairs and Trade.
Cincotta-Segi, A. (2010). Signaling L2 centrality, maintaining L1 dominance. Language and Education, (25)1, 19-31.
Choi, J., French, M., & Ollerhead, S. (2020). Introduction to the special issue: translanguaging as a resource in teaching and learning. Australian Journal of Applied Linguistics, 3(1), 1-10.
Christie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. In Christie, F. and Martin, J. R. (Eds.) Genre and Institutions (pp. 134–160). Cassell.
Christie, F. (2002). Classroom Discourse Analysis: a functional perspective. Continuum.
Coffin, C. (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly), NALDIC.
Commeyras, M. (2007). Scripted Reading Instruction? What’s a Teacher Educator to Do? Phi Delta Kappan, 88(5), 404–407.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The modern language journal, 94(1), 103-115.
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 585-592.
Culican, S., Milburn, S., & Oakley, C. (2006). Scaffolding Literacy in Middle Years. Deakin University. Department of Foreign Affairs & Trade (2019). Australia and New Zealand Joint Solomon Islands Education Sector Support Program Design. Australian Government.
Derewianka, B., & Jones, P. (2016). Teaching language in context. OUP.
Dresser, R. (2012). The Impact of Scripted Literacy Instruction on Teachers and Students. Issues in Teacher Education, 21(1), 71–87.
Early, R. (2020). Adjusting Language-in-Education Practices in Multilingual Societies: A Solomon Islands Case Study. In Johansson-Fua, S., Jesson, R., Spratt, R. & Coxon, E. (Eds.) Relationality and Learning in Oceania (pp. 87-101). Brill Sense.
Feez, S. (1998) Text-based Syllabus Design. NCELTR.
Firkins, A., Forey, G. & Sengupta, S. (2007). A genre-based approach. English Language Teaching Journal, 64, 341-352.
Forey, G. (2020). A whole school approach to SFL metalanguage and the explicit teaching of language for curriculum learning. Journal of English for Academic Purposes,44.
Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Centre for Strategic Education.
Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539-544.
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
Gebhard, M. (2019). Teaching and researching ELLs’ disciplinary literacies. Routledge.
Gebhard, M., Chen, I. A., & Britton, L. (2014). “Miss, nominalization is a nominalization:” English language learners’ use of SFL metalanguage and their literacy practices. Linguistics and Education, 26, 106-125.
Glewwe, P. W., Hanushek, E. A., Humpage, S. D., & Ravina, R. (2011). School resources and educational outcomes in developing countries. National Bureau of Economic Research.
Gouveia, C. (2014). Teacher learning for European literacy education: project outputs from Portugal. ILTEC.
Guerrero, G., Leon, J., Zapata, M., Sugimaru, C., & Cueto, S. (2012). What works to improve teacher attendance in developing countries?. EPPI Centre, University of London.
Halliday, M. A. K. (1975). Learning how to mean. In Lenneberg, E. & Lenneberg, E. (Eds.). Foundations of language development (pp. 239-265). Academic Press.
Halliday, M.A.K. (1996). On Grammar & Grammatics. In R. Hasan., D. Butt & C. Cloran (Eds.). Functional Descriptions (pp. 1 – 38). Benjamins.
Humphrey, S. (2016). Academic literacies in the middle years. Taylor & Francis.
Johansson-Fua, S., Jesson, R., Spratt, R. & Coxon, E. (Eds.) (2020). Relationality and Learning in Oceania (pp. 87-101). Brill Sense.
Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary communication. Taylor & Francis.
Lin, A. M. (2016). Language across the curriculum & CLIL in English as an additional language (EAL) contexts. Springer.
Macken-Horarik, M., Love, K., & Unsworth, L. (2011). A grammatics ' good enough' for school English in the 21st century. Australian Journal of Language and Literacy, 34(1), 9 - 23.
Martin, J. R. (2001). Giving the game away: explicitness, diversity and genre-based literacy in Australia. R. de Cillia, H.-J. Krumm, R. Wodak (Eds.). Functional il/literacy (pp. 155-174). Verlag der Österreichischen Akademie der Wissenschaften
Martin, J. R. (2009). Genre and language learning. Linguistics and Education, 20(1), 10-21.
Martin, J. R. & Rose, D. (2005). Designing literacy pedagogy. In J. Webster, C. Matthiessen & R. Hasan (Eds.) Continuing Discourse on Language (pp. 251-280). Continuum.
MEHRD. (1995a). Nguzu Nguzu English inservice course. MEHRD.
MEHRD. (1995b). Nguzu Nguzu English teachers book, Standard 1. MEHRD.
MEHRD. (1995c). Nguzu Nguzu English teachers book, Standard 5, Book 2. MEHRD.
MEHRD. (2009). Policy statement and guidelines for the national curriculum. MEHRD.
MEHRD. (2010). Policy Statement and guidelines for the use of vernacular language and English education in Solomon Islands. MEHRD.
MEHRD. (2011) English syllabus draft. MEHRD
MEHRD. (2016a) Education strategic framework 2016-2030. MEHRD.
MEHRD. (2016b) National education action plan 2016 - 2020. MEHRD
MEHRD. (2016c). Primary English syllabus draft. MEHRD.
MEHRD. (2017). Annual report, 2017. MEHRD.
MERHD. (2019). Pacific islands literacy and numeracy assessment (PILNA) assessment results. http://www.mehrd.gov.sb/images/PDF_Files/Pilna/Pilna_Assessment_Results.pdf
Murray, S. & Maui, F. (1995). The Feast. MEHRD.
Pacific Community (2019). PILNA 2018 Regional Report. Educational Quality and Assessment Division.
Piper, B., Destefano, J., Kinyanjui, E. M., & Ong’ele, S. (2018). Scaling up successfully: Lessons from Kenya’s Tusome national literacy program. Journal of Educational Change, 19(3), 293-321.
Probyn, M. (2001). Teachers voices. International Journal of Bilingual Education and Bilingualism, 4(4), 249 - 266.
Probyn, M. (2006). Language and learning science in South Africa. Language and Education, 20(5), 391 – 414.
Removed: author publication
Rose, R. (2016). Building a pedagogic metalanguage. In Martin, J. R. (Ed). Appliable Linguistics and Academic Discourse. Shanghai Jiao Tong University.
Rothery, J. (1994). Exploring Literacy in School English. Metropolitan East Disadvantaged Schools Program.
Rothery, J., & Stenglin, M. (1997). Entertaining and instructing: Exploring experience through story. F. Christie and J. R. Martin (Eds.) Genre and institutions (pp.231-263). Cassell.
Sau, A, B & Maui, S. F. (1995). Kima the giant. MEHRD.
Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language learning, 63, 153-170.
Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning. Journal of science teacher education, 13(3), 221-245.
Simons, G. & Fennig, D.(Eds.). (2017). Ethnologue: 20th edition. SIL International.
Solomon Islands Government. (2016). Education Act. SIG.
Solomon Islands National Statistics Office. (2017). Solomon Islands Demographic and Health Survey, 2015. SINSO.
Unsworth, L. (Ed.). (2008). Multimodal semiotics: Functional analysis in contexts of education. Bloomsbury Publishing.
World Bank. (2018). World Development Report 2018. World Bank.
Zikuli, J. & Misite’e, C. (1995). Seva and the turtle. MEHRD.
Descargas
Publicado
Cómo citar
Número
Sección
Categorías
Licencia
Derechos de autor 2021 Íkala
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
