Mots-clés
adquisición del lenguaje
inglés de Puerto Rico
Comment citer
Résumé
Luego de 13 años de estudiar inglés, muchos estudiantes buenos e inteligentes no pueden formular una oración sencilla, clara y correcta. ¿Por qué? Muchos observadores se han enfocado en ofrecer explicaciones históricas, políticas y culturales. No obstante, también existen razones pedagógicas. Enseñar una lengua no es sólo seguir los capítulos de un libro. Este trabajo examina otras estrategias efectivas. La distinción lingüística entre el lenguaje productivo y el receptivo demuestra que la comunicación efectiva es posible —incluso en un nivel alto— sin tener que dominar cada elemento sintáctico. ¿Cuáles son las condiciones necesarias para aprender una lengua? ¿Qué elementos son indispensables ¿Qué condiciones aceleran el aprendizaje de los estudiantes? Hoy día, el inglés es una herramienta útil para todos. Identifique los elementos claves, provea la información necesaria y cree las condiciones favorables, y los estudiantes recibirán lo que necesitan y aprenderán a comunicarse de forma sencilla, clara y correcta.
Cómo citar:
De Jesús, S. C. (2011). Strategies for teaching English effectively in Puerto Rico. Pedagogía, 42(1), 33-51. Recuperado de https://revistas.upr.edu/index.php/educacion/article/view/16594
Références
Barreto, A. (2001). The Politics of language in Puerto Rico. Gainesville, FL: University Press of Florida.
Collier, V.P. (1992). A synthesis of studies examining long term language minority student data on academic achievement, Bilingual Research Journal, 16, 187-22.
Collier, V. & Thomas, W. (1997a). School effectiveness for language minority students, NCBE Resource Collection Series, No. 9, Washington, DC: National Clearinghouse for Bilingual Education.
Collier, V. & Thomas, W. (1997b). Two languages are better than one. Educational Leadership, 55(4), 23-26. Retrieved from http://www.ascd.org/publications/ed lead/199712/toc.html
Collier, V. & Thomas, W. (2002). A national study of school effectiveness for language minority students‘ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence (CREDE), University of California-Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity &Excellence. Retrieved from http://www.crede.ucsc.edu/research/llaa/1.1_final.html
Collier, V. & Thomas, W. (2003, Oct). The multiple benefits of dual language. Educational Leadership, 61(2) Retrieved from http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=, http://www.ascd.org/publications/ed_lead/200310/toc.html
Collier, V. & Thomas, W. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20. Retrieved from http://njrp.tamu.edu/2004.htm, http://njrp.tamu.edu/2004/PDFs/Collier.pdf
Cummins, J. (1992). Empowerment through biliteracy. In J.V Tinajero & A.F. Ada, The power of two languages: Literacy and biliteracy for Spanish speaking students (pp. 9-25). New York, NY: Macmillian/McGraw-Hill.
Cummins, J. (1999, Oct). Alternative paradigms in bilingual education research: Does theory have a place? Educational Researcher, 28(7), 26-32, 41.
De Jesús, S. (1995). The attitudes and opinions of Latino parents regarding language learning in English and Spanish. Doctoral Dissertation. Teachers College, Columbia University: New York, NY.
De Jesús, S. (2008ª, Fall). An astounding treasure: Dual language education in a public school setting. El CENTRO: Journal of the Center for Puerto Rican Studies, 20(2), 192-217.
De Jesús, S. (2008b). Teaching students to communicate in English: What students need. Presentation at the Puerto Rico TESOL 35th Annual Convention, November 21, 2008.
De Jesús, S. (2009). A dual language Spanish and English program, PreK to 5th grade: 18 years of success. Presentation at the X Congreso Puertorriqueño de Investigación en la Educación, University of Puerto Rico, Río Piedras, March 12, 2009.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R., & Widdowson, H. G. (1997). Second language acquisition. Oxford: Oxford University Press.
Gass, S., & Selinker, L. (2001). Second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Genesee, F. (1987). Learning in two languages: Studies of immersion in bilingual education. Cambridge, MA: Newbury House.
Genesee, F. (1999). Program alternatives for linguistically diverse students. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence. Retrieved from http://www.cal.org/crede/pubs/edpractice/EPR1.pdf
Goodman, K., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearninghouse for Bilingual Education.
Hakuta, K., & Díaz, R. (1984). The relationship between bilingualism and cognitive ability. A critical discussion and some new longitudinal data. In K.E. Nelson (Ed.), Children‘s language (Vol. 5, pp. 319-344). Hillsdale, NJ: Lawrence Erlbaum.
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC and McHenry, IL: The Center for Applied Linguistics and Delta Systems.
Howard, E., Sugarman, J., Christian, D., Lindholm-Leary, K, & Rogers, D. (2005). Guiding principles for dual language education. Center for Applied Linguistics, Washington, D.C. Retrieved from http://www.cal.org/twi/guidingprincipals.htm
Krashen, S. D. (1981). Principles and practice in second language acquisition. London: Prentice-Hall International.
Krashen, S. (2007, Oct 7). Rewards and reading. Retrieved from http://sdkrashen.com
Krashen, S. (2007, Oct 2). More misunderstanding about bilingual education. Retrieved from http://sdkrashen.com
Krashen, S. (2009, Jan 23). A better path to English. Retrieved from http://sdkrashen.com
Krashen, S., Tse, L., & McQuillan, J. (1998). Heritage language development. California: Language Education Associates. Retrieved from http://www.sdkrashen.com/main.php3
Lindolm, K. (1990). Bilingual immersion education: Criteria for program development. In A.M. Padilla, H.H. Fairchild & C.M. Valadez (Eds.), Bilingual education: issues and strategies (91-105). Newbury Park, CA: Sage.
Lindholm, K. (1991). Theoretical assumptions and empirical evidence for academic achievement in two languages. Hispanic Journal of Behavioral Science, 13, 3-7.
Lindholm, K., & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education, 173, 71-80.
Lindholm-Leary, K. (2005). Review of research and best practices on effective features of dual language educational programs. Draft Report, Center for Applied Linguistics, Washington, D.C. Retrieved from http://www.cal.org
Negrón de Montilla, A. (1971). Americanization in Puerto Rico and the public school system 1900-1930. Río Piedras, PR: Editorial Edil.
Pérez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.
Petitto, L. A. (2000). On the biological foundations of human language. In K. Emmorey and H. Lane (Eds.), The signs of language revisited: An anthology in honor of Ursula Bellugi and Edward Klima (447-471). Mahwah, N.J: LEA.
Portes, A. & Rumbaut, R. (2001). Legacies: The story of the immigrant second generation. University of California Press: CA and Russell Sage Foundation: New York.
Pousada, A. (1996). New routes to fostering bilingualism: Developing language awareness in Puerto Rico. In L. Fiet, A. Pousada, A Haiman (Eds.), Rethinking English in Puerto Rico (21). Río Piedras, PR: University of Puerto Rico.
Ramírez, J.D., Yuen, S.D., & Ramey, D.R. (1991). Executive summary, Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language minority children. (U.S. Department of Education Contract No. 300-87-0156). San Mateo, CA: Aguire International.
Riis, J.A. (1890). How the other half lives. New York: Charles Scribner‘s Sons. Reprinted, (1997) Penguin Classics, Penguin Books: New York.
Robledo Montecel, M, and Danini Cortez, J. (2002, Spring). Successful bilingual education programs: Development and the dissemination of criteria to identify promising and exemplary practices in bilingual education at the national level. Bilingual Research Journal, 26, 1.
Severing, R., & Weijer, C. (2008). Language planning and language policy in Curaçao. In Faraclas, N., R. Severing & C. Weijer (Eds.), Linguistic studies on Papiamentu (pp. 247-257). Willemstad, Curaçao: Fundashon pa Planifikashon di Idioma, FPI (Institute for Language Planning). Retrieved from http://www.fpi.an
Soltero, S.W. (2004). Dual language: Teaching and learning in two languages. Boston: Allyn & Bacon.
Torres-Guzmán, M.E. (2002, Spring). Dual language programs: Key features and results. Directions in Language and Education, 14.
Torres-Guzmán, M. E., & Etxeberria, F. (2005a). Modelo B/dual language programmes in the Basque Country and the USA. International Journal of Bilingual Education and Bilingualism, 8(6), 506-528.
Torres-Guzmán, M. E., Kleyn, T., Morales-Rodriguez, S., & Han, A. (2005b). Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal, 29(2), 453-474.
Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language minority students. Harvard Education Review, 67(3), 391-429.
Walsh, C. E. (1991). Pedagogy and the struggle for voice: Issues of language, power and schooling for Puerto Ricans. New York, NY: Bergin & Garvey.
Wong Fillmore, L. (1991). Second language learning in children: A model of language learning in social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). Cambridge: Cambridge University Press.
Zentella, A. C. (1997). Returned migration, language, and identity: Puerto Rican bilinguals in Dos Worlds/Two Mundos. In A. Darder, R. Torres, & H. Gutierrez (Eds.), Latinos and education: A critical reader (pp. 302- 318). Routledge: New York.
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.