Browsing by Author "Cerda Oñate, Karina"
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- ItemColina, S. (2009). Spanish phonology: a syllabic perspective (Washington D.C.: Georgetown University Press.)(2017) Cerda Oñate, Karina
- ItemComprensión lectora, estilos atribucionales, estrategias cognitivas y de autorregulación e inteligencia lógica: predictores del rendimiento académico general y en lenguaje de estudiantes de establecimientos educativos de alta vulnerabilidad social(2019) Cerda Etchepare, Gamal; Salazar Provoste, Omar; Cerda Oñate, Karina; Riffo Ocares, Bernardo
- ItemFactores relevantes para la evaluación de la producción escrita de estudiantes haitianos no hispanohablantes en la escuela pública chilena(2021) Toledo Vega, Gloria; Lizasoain, Andrea; Cerda Oñate, KarinaThis work examines the factors that are considered relevant by in-service Spanish Language and Literature teachers for the assessment of the writing skills of non-Spanish-speaking Chilean secondary school students. The theoretical underpinnings that drive this study are related to evaluation as a learning tool, the principles for an effective assessment and the evaluation of writing skills in a foreign language. Namely, for this case study we interviewed two secondary in-service teachers to understand the factors that influence the evaluation of the writing skills of their Haitian students. The interviews were transliterated and analyzed using content analysis, which allowed for the emergence of thematic categories as well as the most relevant factors considered for assessment of written skills. These factors were analyzed in the light of the assessment literature and in relation to the Chilean educational context. The results point to the need to observe the strategies in-service teachers intuitively use to assess the written texts of their non-Spanish-speaking students and the necessity of incorporating teachers trained in multilingual education into multicultural classrooms, that can promote evaluation as a learning tool.
- ItemFormación inicial docente, currículum y sistema escolar: ¿cuál es el lugar de los niños y adolescentes inmigrantes no hispano hablantes en el sistema educativo chileno?(2022) Toledo Vega, Gloria Macarena; Cerda Oñate, Karina; Lizasoain, AndreaEn esta nota se discute la situación escolar de los inmigrantes no hispanohablantes haitianos en el sistema educativo chileno. Se exploran cuatro dimensiones asociadas a la trayectorias escolares de los inmigrantes haitianos en la escuela chilena: (a) la situación general de la comunidad haitiana en Chile; (b) el currículum de Lengua y Literatura de enseñanza primaria y secundaria y la enseñanza del español como lengua adicional; (c) la Formación Inicial Docente (FID) y la inclusión del español como lengua extranjera en las mallas curriculares; (d) los sistemas de evaluación del desempeño y de ordenamiento de los establecimientos escolares y sus consideraciones respecto de los estudiantes inmigrantes no hispanohablantes. Se concluye con la necesidad de desarrollar e implementar políticas de inclusión para los inmigrantes haitianos que incluyan el currículum escolar, la formación inicial docente, y los sistemas de evaluación de calidad del sistema escolar chileno, con el fin de hacer que las escuelas chilenas sean espacios de apoyo e inclusión para todos los habitantes de Chile.
- ItemTesting the effect of synchronous speech tasks in the production of L2 speech rhythm in learners of Spanish as a second language.(2019) Cerda Oñate, Karina; Toledo Vega, Gloria; Pontificia Universidad Católica de Chile. Facultad de LetrasThe following study tested the effect of synchronous and non-synchronous speech conditions in the production of L2 speech rhythm in Spanish. Namely, it assessed the production of American English speakers of Spanish with intermediate and upper-intermediate levels of competence in Spanish (n = 31) in comparison to the L1 speech rhythm of a control group of native speakers of Spanish (n = 32). For this purpose, speech samples were elicited from a reading aloud task, including four speech conditions: 1) Synchrony live condition; 2) Synchrony with the recording from the live condition; 3) Synchrony with a recording from a non-live condition; and, 4) Solo recording condition. The analysis of the results showed that the speech rhythm of the experimental group and the control group was modulated by the different conditions of the experimental task. Notably, non-native participants produced longer vocalic and consonantal intervals and higher vowel percentages than the native speakers of Chilean Spanish across conditions. The theoretical and pedagogical implications concerning the use of synchronous speech in the production of L2 speech rhythm are assessed and discussed.
- ItemUso y adquisición de pronombres personales átonos en lusohablantes y angloparlantes, aprendientes de ELE.(2017) Cerda Oñate, Karina; Toledo Vega, Gloria; Möller, Natalia