Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model

Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model

It is assumed that the preferential use of Spanish as language mediator in education, as opposed to an indigenous language, negatively impacts children’s learning. In this study we explore the learning problems that are engendered in children through the use of a language other than their mother...

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Autores principales: Bastiani Gómez, José, Ruiz-Montoya, Lorena, Estrada Lugo, Erín, Cruz Salazar, Tania, Aparicio Quintanilla, José Antonio, Bermúdez Urbina, Flor Marina
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/337
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spelling redie-article-3372020-12-14T19:34:58Z Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model Medición de conocimientos con reactivos en Ch’ol y Español en niños de educación básica con modelo pedagógico intercultural bilingüe Bastiani Gómez, José Ruiz-Montoya, Lorena Estrada Lugo, Erín Cruz Salazar, Tania Aparicio Quintanilla, José Antonio Bermúdez Urbina, Flor Marina Measurement of knowledge bilingualism cognitive understanding school performance intercultural education. Medición de conocimientos bilingüismo comprensión cognitiva desempeño escolar educación intercultural. It is assumed that the preferential use of Spanish as language mediator in education, as opposed to an indigenous language, negatively impacts children’s learning. In this study we explore the learning problems that are engendered in children through the use of a language other than their mother tongue in school. A test was conducted in Spanish and Ch’ol, with ten items that focused on linguistic and cultural identity, logic, mathematics, Spanish, history, geography and geometry. Three possible answers were offered, only one of which was correct. The test was administered to 53 fifth-grade children and the same number of sixth-grade students in the Indigenous Education Schools of the Ch’ol region. Between 50 and 70% of the students in both grades obtained six or seven correct answers in both languages. The results suggest that there is a deficiency in the level of knowledge and while we conclude that language does not appear to be a major limitation to learning, nevertheless we cannot rule out that the use of the mother tongue as a means of communication during teaching processes could facilitate meaningful learning. Se ha supuesto que el uso preferente del idioma Español como lengua mediadora en la educación, sobre la lengua materna indígena, repercute negativamente en el aprendizaje. En este estudio hacemos una exploración del problema de aprendizaje que se genera en los niños por el uso de un idioma distinto al materno durante la enseñanza. Se realizó una prueba en Español y Ch’ol, con diez reactivos que versaron en identidad lingüística y cultural, lógica-matemáticas, español, historia, geografía y geometría. Se propusieron tres opciones de respuesta y sólo una de ellas era la correcta. La prueba fue aplicada a 53 niños de quinto grado e igual número de sexto grado de primaria de escuelas de Educación Indígena de la región Ch’ol. Entre 50 y 70% de ambos grados obtuvieron 6 y 7 respuestas correctas en los idiomas. Los resultados sugieren que hay una deficiencia en el nivel de conocimientos, y la conclusión obtenida es que el idioma no aparece como una limitación mayor del aprendizaje, sin embargo tampoco se descarta que el uso de la lengua materna como medio de comunicación pedagógica, durante los procesos de enseñanza, facilite un aprendizaje significativo. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/337 Revista Electrónica de Investigación Educativa; Vol. 15 No. 1 (2013) Revista Electrónica de Investigación Educativa; Vol. 15 Núm. 1 (2013) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/337/540 https://redie.uabc.mx/index.php/redie/article/view/337/537 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Bastiani Gómez, José
Ruiz-Montoya, Lorena
Estrada Lugo, Erín
Cruz Salazar, Tania
Aparicio Quintanilla, José Antonio
Bermúdez Urbina, Flor Marina
spellingShingle Bastiani Gómez, José
Ruiz-Montoya, Lorena
Estrada Lugo, Erín
Cruz Salazar, Tania
Aparicio Quintanilla, José Antonio
Bermúdez Urbina, Flor Marina
Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
author_facet Bastiani Gómez, José
Ruiz-Montoya, Lorena
Estrada Lugo, Erín
Cruz Salazar, Tania
Aparicio Quintanilla, José Antonio
Bermúdez Urbina, Flor Marina
author_sort Bastiani Gómez, José
title Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
title_short Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
title_full Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
title_fullStr Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
title_full_unstemmed Measuring Knowledge with Items in Ch’ol and Spanish in Elementary School Children with a Bilingual Intercultural Educational Model
title_sort measuring knowledge with items in ch’ol and spanish in elementary school children with a bilingual intercultural educational model
description It is assumed that the preferential use of Spanish as language mediator in education, as opposed to an indigenous language, negatively impacts children’s learning. In this study we explore the learning problems that are engendered in children through the use of a language other than their mother tongue in school. A test was conducted in Spanish and Ch’ol, with ten items that focused on linguistic and cultural identity, logic, mathematics, Spanish, history, geography and geometry. Three possible answers were offered, only one of which was correct. The test was administered to 53 fifth-grade children and the same number of sixth-grade students in the Indigenous Education Schools of the Ch’ol region. Between 50 and 70% of the students in both grades obtained six or seven correct answers in both languages. The results suggest that there is a deficiency in the level of knowledge and while we conclude that language does not appear to be a major limitation to learning, nevertheless we cannot rule out that the use of the mother tongue as a means of communication during teaching processes could facilitate meaningful learning.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2013
url https://redie.uabc.mx/index.php/redie/article/view/337
_version_ 1715723534310834176

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