Exploring EFL teacher's perceptions and strategies in their teaching of chilean primary school students with autism spectrum disorder qualitative research
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigación tuvo como objetivo explorar, a través de la lente de las Comunidades de
Práctica de la Teoría Sociocultural y el concepto de identidad, la naturaleza de las percepciones de
los maestros de inglés como lengua extranjera y las estrategias utilizadas para ayudar a los
estudiantes con TEA en sus aulas de inglés. Los participantes en este estudio fueron 27 docentes
de EFL, los que respondieron un cuestionario, 21 docentes, y los que participaron en las
entrevistas, 6 docentes representantes de escuelas públicas, subvencionadas y privadas de Chile.
Las herramientas utilizadas para recolectar datos fueron entrevistas semiestructuradas, un
cuestionario en escala de Likert, observaciones en clase y un diario reflexivo llevado por el
docente-investigador durante el período de la indagación. El período del estudio comenzó en
octubre de 2021 y finalizó en abril de 2022 – 7 meses. Los datos recopilados se analizaron mediante
un proceso inductivo-deductivo para descubrir temas destacados relacionados con las percepciones
y experiencias de los maestros al enseñar a los estudiantes con TEA. Los desafíos que enfrentaron
estos maestros que se descubrieron en el estudio se debieron a la falta de apoyo: falta de apoyo
para ayudar a promover la interacción social en sus aulas, desarrollar contenido adaptado y
construir una comunidad escolar inclusiva. Sin embargo, a pesar de estos desafíos, se encontraron
algunas estrategias reportadas por los maestros para promover la interacción social entre los
estudiantes con TEA. El estudio establece la importancia de brindar apoyo a los maestros de EFL
cuando tienen estudiantes con TEA en sus aulas: apoyo para construir comunidad, adaptar
materiales y desarrollar estrategias efectivas. Sin embargo, no hay investigaciones en este
momento en Chile que aborden ese tema. El presente estudio abre el diálogo para abordar la
necesidad de más investigación y más atención a este tema crítico para que estos estudiantes ASD
reciban los tipos de oportunidades de aprendizaje de calidad que el gobierno afirma que deberían
recibir.
The present investigation was aimed at exploring, through the lens of Socio-Cultural Theory Communities of Practice, and the concept of identity, the nature of EFL teachers’ perceptions and strategies utilized to help ASD learners in their English classrooms. The participants in this study were 27 EFL teachers, those who responded to a questionnaire, 21 teachers, and those who took part in interviews, 6 teachers representing public, subsidized and private schools in Chile. The tools used to collect data were semi-structured interviews, a Likert-scale questionnaire, class observations, and a reflective journal maintained by the teacher-researcher during the period of the inquiry. The period of the study began in October 2021 and ended in April 2022 – 7 months. The data gathered was analyzed using an inductive-deductive process to uncover salient themes related to the teachers’ perceptions and experiences teaching ASD students. The challenges these teachers faced that were uncovered in the study were due to a lack of support - lack of support to help promote social interaction in their classrooms, develop adapted content, and to building an inclusive school community. Yet, despite these challenges, some strategies reported by the teachers were found to promote social interaction among ASD students. The study establishes the importance of providing support to EFL teachers when they have ASD students in their classrooms - support to build community, adapt materials and develop effective strategies. Yet, there is no research right now in Chile addressing that topic. The present study opens dialogue to address the need for more research and more attention given to this critical issue for these ASD students to receive the kinds of quality learning opportunities as the government claims they should.
The present investigation was aimed at exploring, through the lens of Socio-Cultural Theory Communities of Practice, and the concept of identity, the nature of EFL teachers’ perceptions and strategies utilized to help ASD learners in their English classrooms. The participants in this study were 27 EFL teachers, those who responded to a questionnaire, 21 teachers, and those who took part in interviews, 6 teachers representing public, subsidized and private schools in Chile. The tools used to collect data were semi-structured interviews, a Likert-scale questionnaire, class observations, and a reflective journal maintained by the teacher-researcher during the period of the inquiry. The period of the study began in October 2021 and ended in April 2022 – 7 months. The data gathered was analyzed using an inductive-deductive process to uncover salient themes related to the teachers’ perceptions and experiences teaching ASD students. The challenges these teachers faced that were uncovered in the study were due to a lack of support - lack of support to help promote social interaction in their classrooms, develop adapted content, and to building an inclusive school community. Yet, despite these challenges, some strategies reported by the teachers were found to promote social interaction among ASD students. The study establishes the importance of providing support to EFL teachers when they have ASD students in their classrooms - support to build community, adapt materials and develop effective strategies. Yet, there is no research right now in Chile addressing that topic. The present study opens dialogue to address the need for more research and more attention given to this critical issue for these ASD students to receive the kinds of quality learning opportunities as the government claims they should.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Profesores de Inglés, Autismo, Investigaciones, Inglés, Enseñanza, Hablantes Extranjeros, Estrategias de Enseñanza