Communicative competences required in initial teacher training for primary school teachers of Spanish language in contexts of linguistic diversity

The main objective of this research was to explore communication competence traits deemed as essential for initial teacher training of schoolteachers of language - in both the Spanish and Mapuzugun - by primary school teachers and university teachers who are familiar with linguistic diversity in the southern-central area of Chile in order to establish comparisons between their views of initial formation. Dialogic model (kishu kimkelay ta che) participatory research method was used on two sample groups: one made up of teachers working in schools and another involving university teachers who train teachers-to-be. Results show an enormous gap between the concept of communication competence proposed by both groups; while one is rooted in bilingualism and biculturality linked to the territory in which they work, the other emphasizes formal and procedural aspects of the dominant language.

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