Bilingualism strategies in bilingual intercultural elementary schools Implications towards the transformation of reading and writing practices

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Published: 2020-10-22
DOI: https://doi.org/10.32719/26312816.2020.3.2.7
Keywords:
Bilingualism, Literacy, Mentor teachers, Escuelas lectoras, Bilingual intercultural education, Language policies

Main Article Content

Antonia Manresa
Simón Bolívar Andean University. Quito, Ecuador.
https://orcid.org/0000-0003-0690-3641

Abstract

In September 2017, in Ecuador, the Ministry of Education supported a pilot project for mentors' training based on the methodological proposal of the Escuela Lectoras program of the Universidad Andina Simón Bolívar. This two-year project aimed to train approximately 50 pre-selected teachers to accompany classroom teachers in rural or peripheral urban areas to improve reading and writing in the first grades of Basic Education. Within the framework of this project, a research study was conducted on how Kichwa-speaking mentors use bilingualism and how this favors the teaching-learning process of reading and writing in bilingual contexts. The results of the study reveal three strategies for the use of bilingualism as part of the teaching-learning process of reading and writing: literal translation, communicative bilingualism, and linguistic exclusivity.

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Issue

Vol. 3 No. 2 (2020): Revista Andina de Educación, 3(2) (mayo-octubre, 2020).

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Author Biography

Antonia Manresa, Simón Bolívar Andean University. Quito, Ecuador.

Professor of the Education Area of ​​the Universidad Andina Simón Bolívar, Ecuador. BA in Biology, York University, Toronto; Postgraduate in Secondary Education, with a major in Science, University of Cambridge; Senior Specialist in Educational Management, Simón Bolívar Andean University, Ecuador; Master of Environmental Sciences, University of Warwick; Master in Humanities, Institute of Education, University of London; Ph.D. in Latin American Studies, School of Modern Languages, Newcastle University, London.

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