Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach

Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach

This article presents the results of a study on the influence that translating into one’s mother tongue has on the written communication of students in bilingual intercultural schools in the province of Andahuaylas (Apurímac, Peru). An experiment was designed with five teaching modules that used exa...

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Autores principales: Félix Benites, Edwin Daniel, Villa Calderón, Adonías Julia, Suaña Díaz, Olinda, Janqui Guzmán, Lucrecia
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022
Acceso en línea:https://redie.uabc.mx/redie/article/view/3957
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spelling redie-article-39572024-05-03T19:20:49Z Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach Traducción directa y comunicación escrita en educación con enfoque intercultural Félix Benites, Edwin Daniel Villa Calderón, Adonías Julia Suaña Díaz, Olinda Janqui Guzmán, Lucrecia traducción identidad cultural lengua materna comunicación educación translation cultural identity mother language communication education This article presents the results of a study on the influence that translating into one’s mother tongue has on the written communication of students in bilingual intercultural schools in the province of Andahuaylas (Apurímac, Peru). An experiment was designed with five teaching modules that used examples in the Quechua language and a methodology based on the translation of words, phrases, sentences, and text into the students’ native language. The sample comprised 97 students from two schools; the research employed a descriptive statistical analysis and a Pearson’s correlation test with a significance level of α = 0.05, performed with the statistical package SPSS 25. It was found that the only significant correlation was between the translation of words and phrases (p-value < 0.05), and this correlation was very strong and positive (R > 0.90). The study concludes that translation from a second language (Spanish) into a native language (Quechua) has a positive impact on the development of students’ written communication skills. El artículo muestra los resultados del estudio sobre la influencia de la traducción directa en la comunicación escrita de estudiantes de escuelas interculturales bilingües de la provincia de Andahuaylas (Apurímac, Perú). Para ello se diseñó un experimento con cinco módulos didácticos que contienen ejemplos en lengua quechua y la metodología de traducción directa de palabras, frases, oraciones y texto. La muestra estuvo compuesta por 97 estudiantes de dos colegios; se utilizó análisis estadístico descriptivo y correlación de Pearson con significancia α = 0.05, para lo que se utilizó el paquete estadístico SPSS 25. Se obtuvo que la única correlación significativa fue entre traducción de palabras y frases (p-valor < 0.05), siendo ésta, además, muy fuerte y positiva (R > 0.90). Se concluyó que el método de traducción directa de lengua adquirida (español) a lengua nativa (quechua) influye de manera favorable en el desarrollo de la capacidad comunicativa escrita de los estudiantes. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022-10-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/3957 10.24320/redie.2022.24.e19.3957 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-13 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-13 1607-4041 spa https://redie.uabc.mx/redie/article/view/3957/2261 https://redie.uabc.mx/redie/article/view/3957/2260 https://redie.uabc.mx/redie/article/view/3957/2300 https://redie.uabc.mx/redie/article/view/3957/2291 Derechos de autor 2022 Edwin Daniel Félix Benites, Adonías Julia Villa Calderón, Olinda Suaña Díaz, Lucrecia Janqui Guzmán https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Félix Benites, Edwin Daniel
Villa Calderón, Adonías Julia
Suaña Díaz, Olinda
Janqui Guzmán, Lucrecia
spellingShingle Félix Benites, Edwin Daniel
Villa Calderón, Adonías Julia
Suaña Díaz, Olinda
Janqui Guzmán, Lucrecia
Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
author_facet Félix Benites, Edwin Daniel
Villa Calderón, Adonías Julia
Suaña Díaz, Olinda
Janqui Guzmán, Lucrecia
author_sort Félix Benites, Edwin Daniel
title Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
title_short Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
title_full Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
title_fullStr Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
title_full_unstemmed Translation into the Mother Tongue and Written Communication in Education with an Intercultural Approach
title_sort translation into the mother tongue and written communication in education with an intercultural approach
description This article presents the results of a study on the influence that translating into one’s mother tongue has on the written communication of students in bilingual intercultural schools in the province of Andahuaylas (Apurímac, Peru). An experiment was designed with five teaching modules that used examples in the Quechua language and a methodology based on the translation of words, phrases, sentences, and text into the students’ native language. The sample comprised 97 students from two schools; the research employed a descriptive statistical analysis and a Pearson’s correlation test with a significance level of α = 0.05, performed with the statistical package SPSS 25. It was found that the only significant correlation was between the translation of words and phrases (p-value < 0.05), and this correlation was very strong and positive (R > 0.90). The study concludes that translation from a second language (Spanish) into a native language (Quechua) has a positive impact on the development of students’ written communication skills.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2022
url https://redie.uabc.mx/redie/article/view/3957
_version_ 1798984264640888832

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