Instrucción digital en doble inmersión: un modelo teórico para aulas equitativas e inclusivas
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a16Palabras clave:
doble inmersión, instrucción digital, inclusión en el aula, preparación docente, COVID-19, educación primaria y secundaria, aprendizaje a distanciaResumen
Los programas de doble inmersión han demostrado ser efectivos en lograr la alfabetización bilingüe para todos los estudiantes. Sin embargo, mantener la equidad en tales programas se ha vuelto más complicado por el aprendizaje a distancia debido a la pandemia. Es necesario, por tanto, revisar los beneficios y retos de la Instrucción Digital mediada por la tecnología en contextos bilingües. Con un programa de Doble Inmersión (di) de una escuela media situada al sur de California como base, y desde la perspectiva de maestros de escuela y profesores universitarios, este artículo presenta un modelo teórico llamado Instrucción digital en doble inmersión (di2) que permitiría lograr este objetivo. El modelo aborda las cinco dimensiones necesarias para una instrucción inclusiva, justa y equitativa: tecnológica, social, lingüística, de contenido y pedagógica. El artículo también analiza las oportunidades pedagógicas y los retos que los docentes de programas de DI enfrentan en cuanto a estas dimensiones cuando la enseñanza se vuelve completamente en línea. Finalmente, el artículo presenta una reflexión sobre cómo el cambio a la instrucción en línea en programas de di podría afectar a los programas de preparación docente.
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