Resumen

MORA-OLATE, María Loreto. Migrant schoolchildren in Chile: possibilities and tensions in the language teaching profession. Rev. cient. cienc. soc. [online]. 2024, vol.6, e601107.  Epub 02-Mayo-2024. ISSN 2708-0412.  https://doi.org/10.53732/rccsociales/e601107.

The objective is to characterize the potentialities and tensions in Language teachers with respect to migrant students in Chile. It was approached from a qualitative (case study), transversal and descriptive approach. 12 Language and Communication/Language and Literature teachers from four municipal establishments with the highest enrollment of foreign students in Chillán (Ñuble-Chile) were interviewed through intentional sampling in 2018. The inclusion criteria included interviewees belonging to any of the four municipal establishments with the highest enrollment of migrant students in the commune of Chillán, Ñuble, Chile, and with an average of at least five years of experience working with foreign students. Two categories and five subcategories were analyzed with the support of Atlas.ti v7. The results reveal as potential, the valuation of migrant students as a contribution to the class; and as tension, the ambivalent conception of the curriculum and evaluation in the face of migrant cultural diversity. It is concluded that for teachers, migrant students mean a possibility of enriching communicative competence, representing them as linguistic models for national students and also the lack of teacher training to address cultural diversity.

Palabras clave : Teaching program; mother tongue; teacher; school; migration; Chile.

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