Factores que inciden en la falta de estimulación para el aprendizaje de inglés en los niños del hogar infantil del corregimiento de la Gabarra – municipio de Tibú, Norte de Santander
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Fecha
2021
Autores
Lopez Duran, Luz Albenis
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Ediciones Universidad Simón Bolívar
Facultad de Administración y Negocios
Facultad de Administración y Negocios
Resumen
La utilización de una segunda lengua nace de una necesidad de aumentar un nivel de desarrollo basado en las políticas emanadas por el gobierno nacional con el propósito de normalizar la enseñanza y el aprendizaje de una lengua extranjera. Debido a que dentro de los programas del gobierno esta etapa no está reglamentado, se crea la necesidad de desarrollar mejores estrategias para lograr el aprendizaje en los niños. Cuyo objetivo es identificar esos factores que inciden en la falta de estimulación para el aprendizaje de inglés en los niños y niñas del hogar infantil la Gabarra e incluir una propuesta lúdico pedagógica adaptable a su corta edad dentro de su contexto,
se realizó bajo un paradigma histórico Hermenéutico con enfoque cualitativo con diseño descriptivo una técnica de recopilación de antecedentes bibliográficos y el análisis de una ficha de caracterización institucional lo que permitió un análisis de contexto de la región del Catatumbo.
Estos datos permitieron identificar que el programa que presta la institución del Hogar infantil atiende a 85 beneficiarios de los cuales 33 son niños y 52 son niñas evidenciando esos factores de mayor incidencia como lo son socioeconómicos afectivos pedagógicos, geográficos y motivacionales que afectan el aprendizaje evidenciando un entorno familiar construido por familias monoparentales disfuncionales y un estilo de crianza autoritario por falta de estimulación y personalidad de los padres de familia generando pocas oportunidades para los infantes. Por esta razón se realiza una propuesta para el aprendizaje de una segunda Lengua basado en los cuatro pilares como lo es el Arte, literatura, el juego y exploración del medio de la educación inicial, creando espacios ambientados, agradables a los niños donde estos se motiven y apoyando a los padres con talleres para mejorar el entorno donde conviven.
Se concluye que la relación de factores con el entorno familiar influye de manera negativa pues los padres de familia guardan poca cultura hacia este tipo de idioma considerándolo innecesario. Se recomienda trabajar conjuntamente con los docentes y padres de familia donde se infunda la importancia de una segunda lengua en la actualidad crear conciencia para crear un ambiente positivo tanto para los niños como los integrantes de la institución y aplicar la propuesta expuesta para brindar un nuevo aprendizaje de inglés.
También se evidencio que el contexto colombiano de cada región es muy diferente en esta zona del Catatumbo se debe tener en cuenta el contexto formativo y sus necesidades porque no se cuenta con docentes permanentes y se desconoce el sistema socioeconómico que presentan los involucrados docentes, padres de familia y niños por ser zona vulnerada donde los derechos humanos se han perdido por culpa de grupos al margen de la ley, y los modelos de enseñanza no han sido claros por parte del programa nacional de bilingüismo en su contenido al no ser clara esta información ya que en la primera infancia no es obligatorio un aprendizaje bilingüe y donde psicólogo hacen referencia que es la mejor edad para aprenderlo ya que las teorías acreditan que detrás de un niño hay un ser que aprende y que por medio de estímulos lograremos el desarrollo del ser como parte de una comunidad.
The use of a foreign language originates in a necessity to increase the level of development based on the policies issued by the national government to standardize the Teaching and Learning of a foreign language. Since this stage is not regulated within the government programs, the need to develop better strategies to achieve Learning in children is created. This study aims to identify those factors that affect the lack of stimulation for the Learning of English in the children of La Gabarra children's home and to include a ludic pedagogical proposal adaptable to their young age within their context. This study was carried out under a historical Hermeneutic paradigm with a qualitative approach and descriptive design, a technique of bibliographic background collection, and the analysis of an institutional characterization card that allowed a context analysis of the Catatumbo region. The data allowed for identifying that the program provided by the children's home institution serves 85 recipients, of which 33 are boys and 52 are girls; it evinces those factors of greater incidence, such as: socioeconomic, affective, pedagogical, geographic, and motivational factors that affect English Learning; it proves a family environment built by dysfunctional single-parent families and an authoritarian parenting style due to lack of stimulation and personality of the parents, generating few opportunities for the children. Therefore, a proposal is made for the Learning of a Foreign Language based on the four pillars, such as: art, literature, game, and exploration of the environment of early education, creating a space set, pleasant to children where they are motivated and supporting parents with workshops to improve the environment where they live. It is concluded that the relationship of factors with the family environment has a negative influence, since parents have little culture towards this type of language, considering it unnecessary. It is recommended to work together with teachers and parents to inspire the importance of a second language at present and to create a positive environment is either children or members of the institution, and to apply the proposal presented to provide a new English Learning. Furthermore, it was evinced that the Colombian context of each region is very different in this area of Catatumbo; the formative context and its needs must be taken into account because there are no permanent teachers and the socioeconomic system of the involved, it means, teachers, parents, and children is unknown given that it is a vulnerable area where human rights have been lost due to groups outside the law, and the teaching models have not been clear on the part of the national program of bilingualism in its content, due to this information is not clear, in early childhood bilingual learning is not mandatory and where psychologist make reference that it is the best age to learn it since the theories prove that behind a child there is a being that learns and that through stimuli we will achieve the development of the being as part of a community.
The use of a foreign language originates in a necessity to increase the level of development based on the policies issued by the national government to standardize the Teaching and Learning of a foreign language. Since this stage is not regulated within the government programs, the need to develop better strategies to achieve Learning in children is created. This study aims to identify those factors that affect the lack of stimulation for the Learning of English in the children of La Gabarra children's home and to include a ludic pedagogical proposal adaptable to their young age within their context. This study was carried out under a historical Hermeneutic paradigm with a qualitative approach and descriptive design, a technique of bibliographic background collection, and the analysis of an institutional characterization card that allowed a context analysis of the Catatumbo region. The data allowed for identifying that the program provided by the children's home institution serves 85 recipients, of which 33 are boys and 52 are girls; it evinces those factors of greater incidence, such as: socioeconomic, affective, pedagogical, geographic, and motivational factors that affect English Learning; it proves a family environment built by dysfunctional single-parent families and an authoritarian parenting style due to lack of stimulation and personality of the parents, generating few opportunities for the children. Therefore, a proposal is made for the Learning of a Foreign Language based on the four pillars, such as: art, literature, game, and exploration of the environment of early education, creating a space set, pleasant to children where they are motivated and supporting parents with workshops to improve the environment where they live. It is concluded that the relationship of factors with the family environment has a negative influence, since parents have little culture towards this type of language, considering it unnecessary. It is recommended to work together with teachers and parents to inspire the importance of a second language at present and to create a positive environment is either children or members of the institution, and to apply the proposal presented to provide a new English Learning. Furthermore, it was evinced that the Colombian context of each region is very different in this area of Catatumbo; the formative context and its needs must be taken into account because there are no permanent teachers and the socioeconomic system of the involved, it means, teachers, parents, and children is unknown given that it is a vulnerable area where human rights have been lost due to groups outside the law, and the teaching models have not been clear on the part of the national program of bilingualism in its content, due to this information is not clear, in early childhood bilingual learning is not mandatory and where psychologist make reference that it is the best age to learn it since the theories prove that behind a child there is a being that learns and that through stimuli we will achieve the development of the being as part of a community.
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Factores, Aprendizaje de inglés, Niños, Factors, English Learning, Children