Barreras en el proceso de adquisición del idioma español como segunda lengua

• Eneida Cruz https://orcid.org/0009-0004-9971-3015
• Hishochy Delgado Mendoza https://orcid.org/0000-0002-9807-1661

DOI: https://doi.org/10.31876/rcs.v30i.42837

Abstract

La enseñanza del español como segunda lengua enfrenta desafíos significativos, particularmente en contextos multiculturales como el de las escuelas Harmony en Texas. Este estudio se enfocó en analizar las barreras de comunicación que inciden en el proceso de enseñanza y aprendizaje de esta lengua. Participaron 85 docentes de diferentes escuelas, a los cuales se les aplicó un cuestionario de 20 ítems en escala Likert para recopilar datos. Se usó el enfoque cuantitativo y diseño transversal-de campo, junto con el análisis estadístico mediante el software SPSS. Los resultados revelaron una satisfacción moderada respecto a la comprensión lingüística y una percepción favorable hacia la metodología de enseñanza, indicando una adaptación efectiva a las necesidades de los estudiantes. Sin embargo, se identificaron dificultades significativas en la interacción en clase y en la incorporación de contenidos culturales, destacando la necesidad de fomentar una mayor participación y contextualización cultural. Además, se observó que características demográficas de los docentes, como la edad y perfil académico, ejercen una influencia notable en la percepción de estas barreras. En conclusión, este estudio subraya la urgencia de implementar estrategias dirigidas a superar estos obstáculos, con el fin de enriquecer la experiencia educativa en la enseñanza del español como segunda lengua.

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