Uso de estrategias comunicativas para la enseñanza del quechua como segunda lengua en el sexto grado “B” en la forma EIB de revitalización lingüística: caso de la IE 50430 Amazónico de Pilcopata - Kosñipata - Paucartambo
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
El presente trabajo de investigación pretende describir el uso de estrategias comunicativas en aula y otras estrategias complementarias para la enseñanza del quechua como segunda lengua en el sexto grado “B” de la IE 50430, reconocida como institución de revitalización lingüística. Este estudio se realizó desde un enfoque cualitativo de tipo etnográfico, y la información se recogió a través de una entrevista semiestructurada a la docente del grado y mediante guías de observación de las sesiones de aprendizaje del área de quechua como segunda lengua. Entre los resultados más destacados se encontraron serias limitaciones en el uso de estrategias comunicativas en el aula para la enseñanza del quechua como segunda lengua. Así, el uso de recursos comunicativos e interactivos para promover aprendizajes del quechua oral aún no es visible en las sesiones; hay poco hábito o práctica para organizar o preparar las intervenciones en el aula con recursos actualizados e innovadores que motiven el interés de los estudiantes por aprender el quechua. Lo mismo ocurre en el uso del quechua escrito (lectura y escritura), pues aún no se diferencia su tratamiento como segunda lengua; la práctica mecánica de lectura y escritura de palabras sueltas empobrece las sesiones.
This research aims to describe the use of classroom communicative strategies and other complementary strategies for teaching Quechua as a second language in the 6th grade “B” of IE 50430, recognized as a language revitalization institution. This study followed a qualitative ethnographic approach, and information was collected through a semi-structured interview with the grade’s teacher and observation guides of the learning sessions in the Quechua as a second language area. Among the most relevant findings, serious limitations were identified in the use of communicative strategies in the classroom for teaching Quechua as a second language. Thus, the use of communicative and interactive resources to promote oral Quechua learning is still not evident in the sessions; there is little habit or practice of organizing or preparing classroom interventions with updated and innovative resources to foster students’ interest in learning Quechua. The same is true for written Quechua (reading and writing), as its treatment as a second language is not yet differentiated; the mechanical reading and writing of isolated words impoverishes the sessions.
Kay t’aqwirisqa llamk’aypiqa qawarichiyta munayku imaynatas imakunawan 6 ñiqipi yachakuq irqikunakuna qichwa simita yachachkanku, ichaqa qhipa simitahina, simi kawsarichiypi llamk’aq yachay wasikuna ukhupi. Kay llamk’aytaqa manam rikusqaykuta yupaspaykuchu rurarqayku; yachachiqwan rimanakuspa, yachay wasi ukhupi yachachiykunata qhawaspa; chaypaqmi willarikuq qillqasqakunawan yanapachikurqayku; chaymanhinam runa simi mana rimaqkunaman qichwa simi yachachiymanta willakurqayku. T’aqwiriyta tukuspa rikusqaykumanhinaqa qichwa simita qhipa simitahina yachachiypim sinchi sasachakuykunata tariyku. Chayhinam, kusi kusilla anchata rimanakuspa qichwa simi yachachiykunataqa manam tariykuchu; ñawpa yachachikuyhinallatam rikuyku; musuq yachachiykunaqa manam rikukunchu; allin yachachiykuna kananpaqpas manam ancha yanapakuykuna churaytaqa yachasqakuchu; chayraykum yachakuqkunaqa mana kusisqachu yachanku. Hinallataqmi qillqay ñawinchay yachachiypas; simi simillatam allinta t’uqyachispa ñawinchaytapas qillqaytapas yachanku; manam qillqasqa hunt’ataqa, chaytapas mama siminkupas kanmanhinata. Chaymi yachachiykunaqa wakcha wakcha rikukun. Chaykunaqa hina kachkan hawamanta yanapakuykuna mana kaptin. Arí, kikin yachay wasimantapas tayta mamakunamantapas ayllu ukhumantapas manam ima yanapakuypas qichwa simi yachachiypaq kanchu; irqikunapas llapanku qichwa simi rimaypi kaqllata rimankumanhinam; manam sapankanku rimasqankumanhinachu yachankuqa.
This research aims to describe the use of classroom communicative strategies and other complementary strategies for teaching Quechua as a second language in the 6th grade “B” of IE 50430, recognized as a language revitalization institution. This study followed a qualitative ethnographic approach, and information was collected through a semi-structured interview with the grade’s teacher and observation guides of the learning sessions in the Quechua as a second language area. Among the most relevant findings, serious limitations were identified in the use of communicative strategies in the classroom for teaching Quechua as a second language. Thus, the use of communicative and interactive resources to promote oral Quechua learning is still not evident in the sessions; there is little habit or practice of organizing or preparing classroom interventions with updated and innovative resources to foster students’ interest in learning Quechua. The same is true for written Quechua (reading and writing), as its treatment as a second language is not yet differentiated; the mechanical reading and writing of isolated words impoverishes the sessions.
Kay t’aqwirisqa llamk’aypiqa qawarichiyta munayku imaynatas imakunawan 6 ñiqipi yachakuq irqikunakuna qichwa simita yachachkanku, ichaqa qhipa simitahina, simi kawsarichiypi llamk’aq yachay wasikuna ukhupi. Kay llamk’aytaqa manam rikusqaykuta yupaspaykuchu rurarqayku; yachachiqwan rimanakuspa, yachay wasi ukhupi yachachiykunata qhawaspa; chaypaqmi willarikuq qillqasqakunawan yanapachikurqayku; chaymanhinam runa simi mana rimaqkunaman qichwa simi yachachiymanta willakurqayku. T’aqwiriyta tukuspa rikusqaykumanhinaqa qichwa simita qhipa simitahina yachachiypim sinchi sasachakuykunata tariyku. Chayhinam, kusi kusilla anchata rimanakuspa qichwa simi yachachiykunataqa manam tariykuchu; ñawpa yachachikuyhinallatam rikuyku; musuq yachachiykunaqa manam rikukunchu; allin yachachiykuna kananpaqpas manam ancha yanapakuykuna churaytaqa yachasqakuchu; chayraykum yachakuqkunaqa mana kusisqachu yachanku. Hinallataqmi qillqay ñawinchay yachachiypas; simi simillatam allinta t’uqyachispa ñawinchaytapas qillqaytapas yachanku; manam qillqasqa hunt’ataqa, chaytapas mama siminkupas kanmanhinata. Chaymi yachachiykunaqa wakcha wakcha rikukun. Chaykunaqa hina kachkan hawamanta yanapakuykuna mana kaptin. Arí, kikin yachay wasimantapas tayta mamakunamantapas ayllu ukhumantapas manam ima yanapakuypas qichwa simi yachachiypaq kanchu; irqikunapas llapanku qichwa simi rimaypi kaqllata rimankumanhinam; manam sapankanku rimasqankumanhinachu yachankuqa.
Descripción
Palabras clave
Estrategias de enseñanza y aprendizaje, Comunicación, Enseñanza de la lengua quechua, Revitalización lingüística, Educación intercultural bilingüe, Educación
Citación
Muriel, E. (2021). Uso de estrategias comunicativas para la enseñanza del quechua como segunda lengua en el sexto grado “B” en la forma EIB de revitalización lingüística: caso de la IE 50430 Amazónico de Pilcopata - Kosñipata - Paucartambo [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2328