The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning

ABSTRACT Chile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanishspeaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.

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Main Authors: Toledo Vega,Gloria, Cerda-Oñate,Karina, Lizasoain,Andrea
Format: Digital revista
Language:English
Published: Universidad Católica Silva Henríquez 2022
Online Access:http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112022000200427
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spelling oai:scielo:S0716-581120220002004272023-04-10The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learningToledo Vega,GloriaCerda-Oñate,KarinaLizasoain,Andrea immigrant students public school socio-cultural immersion Spanish as an additional language ABSTRACT Chile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanishspeaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.info:eu-repo/semantics/openAccessUniversidad Católica Silva HenríquezLiteratura y lingüística n.46 20222022-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112022000200427en10.29344/0717621x.46.3093
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libraryname SciELO
language English
format Digital
author Toledo Vega,Gloria
Cerda-Oñate,Karina
Lizasoain,Andrea
spellingShingle Toledo Vega,Gloria
Cerda-Oñate,Karina
Lizasoain,Andrea
The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
author_facet Toledo Vega,Gloria
Cerda-Oñate,Karina
Lizasoain,Andrea
author_sort Toledo Vega,Gloria
title The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
title_short The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
title_full The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
title_fullStr The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
title_full_unstemmed The role of the target language in social immersion of haitian immigrants in Chile and educators' beliefs about its teaching and learning
title_sort role of the target language in social immersion of haitian immigrants in chile and educators' beliefs about its teaching and learning
description ABSTRACT Chile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanishspeaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.
publisher Universidad Católica Silva Henríquez
publishDate 2022
url http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112022000200427
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