Significados en libros de ILE distribuidos en escuelas públicas chilenas: aproximación sistémico funcional al conocimiento
DOI:
https://doi.org/10.35588/ayr.v5i1.5968Palabras clave:
libro de texto, inglés como lengua extranjera, significado ideacional, conocimiento, complejidad léxica, Lingüística Sistémico FuncionalResumen
Este artículo examina el conocimiento construido en libros de texto de inglés como lengua extranjera (ILE) de 1° y 2° Básicos que distribuye el Ministerio de Educación chileno en escuelas públicas. Desde una perspectiva lingüística, el conocimiento se aborda como significado, construido a partir de recursos que ofrece una lengua dada. Los libros de texto son fundamentales en la enseñanza y aprendizaje de lenguas extranjeras porque presentan gran parte de estos recursos; en consecuencia, es vital comprender cómo comienzan a construirse y desarrollarse los significados en el currículo. Con este objetivo, estudiamos los recursos léxicos en libros de texto usando el enfoque de la Lingüística Sistémico Funcional con un método de diseño mixto. Realizamos un análisis del discurso para identificar relaciones semánticas entre estos recursos y el tipo de conocimiento que construyen y llevamos a cabo un análisis de corpus para estimar como aumenta la complejidad léxica desde un nivel a otro. Observamos que ambos libros construyen conocimiento de sentido común, correspondiente a lo que los niños saben acerca del mundo en su lengua materna. También encontramos que la complejidad léxica aumenta entre un libro y otro, incrementando el repertorio léxico de los aprendientes.
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Derechos de autor 2023 Andrea Lizasoain, Jorge Vargas Mutizabal
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
