Bilingüismo para la enseñanza y el aprendizaje: exploración de glosarios en una universidad con el inglés como lengua de instrucción en Sudáfrica
DOI:
https://doi.org/10.17533/udea.ikala.356129Palabras clave:
bilingüismo, lenguas distintas del inglés, planificación terminológica, glosarios con fines académicos, lengua de enseñanza y aprendizajeResumen
Las instituciones de educación superior en Sudáfrica están obligadas por ley a formular políticas lingüísticas que promuevan el aprendizaje multilingüe. Para cumplir con este requisito, la política lingüística de la Universidad de Rhodes fomenta el uso de lengua isiXhosa en la enseñanza y el aprendizaje, así como en el desarrollo de materiales didácticos multilingües. A pesar de ello, el medio de instrucción en la Universidad sigue siendo el inglés, lo que puede constituir una barrera para el éxito de los estudiantes cuya lengua materna es distinta del inglés. El presente estudio cualitativo expone los resultados de una intervención que implementó prácticas bilingües en la universidad, con especial énfasis en el uso de glosarios bilingües con fines académicos. Los objetivos del estudio fueron apoyar el aprendizaje y obtener información sobre las percepciones de los estudiantes respecto a los recursos terminológicos existentes. Se recopilaron los datos mediante observaciones, entrevistas y cuestionarios semiestructuradas en una clase de primer año de Ciencia Política. Se exploraron aspectos clave como las lenguas utilizadas en la enseñanza formal, la disponibilidad de recursos multilingües, el papel de las lenguas distintas del inglés en el ámbito académico y las percepciones de los estudiantes sobre los glosarios bilingües y el inglés en la educación superior. Los resultados se interpretaron dentro de un marco teórico basado en la relación entre lengua y aprendizaje, lengua y conceptualización, y planificación terminológica. Para finalizar, este artículo presenta recomendaciones para facilitar la implementación oficial de prácticas de enseñanza y aprendizaje bi/multilingües con el fin de promover las lenguas maternas de los estudiantes como recursos pedagógicos valiosos.
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