Desarrollo de la competencia comunicativa intercultural en un programa de adquisición de la lengua criollo haitiana en Chile

Abstract

This article aims to describe the results of a Haitian Creole language acquisition program, looking to foster intercultural communicative competence among Chilean officers, and favor migrant inclusion. The program, based on the intercultural communicative competence, had a duration of 50 hours, beginning with three sessions that present what the migration process means, the country of origin of the migrants, delivered by migrants, who then become linguistic mediators, and several linguistic aspects of Spanish and Haitian Creole languages. Data on the results of the program were collected through an interview and a language skills test, administered to the participants, to officers from the Investigation Police, and to health care practitioners, at the end of its implementation. The results show that the program favors the link between individuals from different cultural backgrounds, since it relies upon the exchange of participants having equally valued knowledge, and promotes the participation of learners in managing their learning and anticipating the context they will face. This facilitates the inclusion of migrant people, speaking a different language from that of the host society, which gives them a greater likelihood to successfully insert themselves in labor, educational and cultural settings.

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

“…The educational program for teaching and learning SL2, targeting non-Spanishspeaking migrants, was designed based on prior experiences, as well as national-level research on the area [8,40,[58][59][60]. As these students are adults, the Critical Period Hypothesis [25] is taken into consideration in the design of the intervention.…”

“…One of them is a nurse, while the other has a tourism guide certification. Additionally, one of these mediators has prior experience in language instruction, having been involved in programs within the country dedicated to teaching Haitian Creole to staff members of public institutions [41,58].…”

“…Consequently, one of the LMs assumed the role of sharing significant aspects of her language and culture, and one of the academics was in charge of sharing L2 teaching and learning approaches. These pre-intervention sessions served as a cornerstone for the program, as they enabled the instructors to embark on the process of constructing an understanding of the other based on shared linguistic and cultural references [58]. Vilà [65] underscores how this approach contributes to preparing all stakeholders to communicate effectively in a pluralistic society, without necessitating the relinquishment of one's own cultural identity.…”

Caracterización De La Población Migrante Adulta No Hispanoparlante en Chile Como Base Para Una Propuesta De Planificación De Una Segunda Lengua

“…Así mismo, las investigaciones están centradas mayormente en el estudio de la inclusión educativa de este grupo (Castillo y Gajardo, 2016;Joiko y Vásquez, 2016;Jiménez-Vargas, Aguilera, Valdés y Hernández-Yáñez, 2017;Castillo, Santa-Cruz y Vega, 2018;Jiménez-Vargas et al, 2020). Por otro lado, aquellas focalizadas en los adultos son casi inexistentes, solo algunos trabajos exploratorios han evidenciado los primeros espacios de discusión sobre los componentes que debiesen ser parte integrante en el desarrollo de una PLA (Toledo, 2016;Sumonte, 2020;Toledo, Quilodrán y Korchabing, 2020). De acuerdo a lo expuesto, los objetivos del presente artículo son: a) Caracterizar la población migrante, adulta, no hispanoparlante, inserta en el sistema educativo chileno.…”

Game-Based Didactic Resources as a Strategy in Foreign Language Pedagogy

“…They speak Haitian Creole, which means that they do not possess the language skills to communicate with the receiving community. Furthermore, Haitian Creole is spoken by a minority who live in Chile in vulnerable conditions (Sumonte, 2020). Haiti was a French colony inhabited by slaves who attained freedom in 1804.…”