Reading strategies for bilingual children from intercultural units in Lita Parish

Abstract

Objective: This study examined the methodological strategies implemented for teaching reading to children aged 6 to 8 years in bilingual intercultural educational units in the Lita parish, with a focus on the Awa community, in the province of Imbabura. Methodology: A mixed and descriptive approach was used to analyze the particularities of language and literature learning in non-native languages. The study population included 87 students, 27 teachers and 3 educational authorities. Results: The results revealed that 35% of the 6-year-old children presented difficulties in the development of phonological and lexical awareness, key aspects for the initial learning of reading. In addition, 74% of 7- to 8-year-olds did not achieve adequate semantic and syntactic awareness, nor sufficient reading comprehension, which limited their academic progress. Conclusions: These findings highlight the need to review and improve the methodological strategies used in teaching reading in Spanish, with a focus on the cultural adaptation of pedagogical materials and on improving syntax, in order to optimize learning in this bilingual and intercultural context.