Publication: Estudio comparativo francés-español de la enseñanza bilingüe precoz realizada por padres no nativos
Authors
Ros Manzanares, María Josefa
item.page.secondaryauthor
Escuela Internacional de Doctorado
item.page.director
Eurrutia Cavero, María Mercedes
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/doctoralThesis
Description
Abstract
El presente estudio aborda el fenómeno del bilingüismo temprano en contextos familiares donde los progenitores no son hablantes nativos de la lengua transmitida, centrándose en los casos del español y del francés. La investigación surge del interés por comprender cómo los niños adquieren y consolidan competencias bilingües en entornos mayoritariamente monolingües, considerando los esfuerzos, la motivación y las estrategias desplegadas por los padres para favorecer un desarrollo lingüístico equilibrado.
Los objetivos se centran en analizar la evolución del bilingüismo, identificar los factores cognitivos, lingüísticos, psicolingüísticos y socioculturales que intervienen en su desarrollo, explorar la adquisición de la lengua, las estrategias de aprendizaje y los métodos de lecto-escritura, así como evaluar los desafíos y logros de la crianza bilingüe. Del mismo modo, se pretende ofrecer aportaciones aplicadas que puedan orientar a familias y educadores en contextos similares.
La metodología combina un enfoque cualitativo con un estudio de caso longitudinal. Se recopilaron y analizaron fuentes diversas, incluyendo registros de interacción oral y escrita, materiales audiovisuales, literatura infantil y experiencias de inmersión cultural. Esta aproximación permitió un seguimiento detallado del desarrollo lingüístico del niño a lo largo de más de una década, facilitando la identificación de fases, dificultades y estrategias emocionales y efectivas para preservar y consolidar las competencias bilingües.
Los resultados evidencian que, incluso en un contexto en el que una de las lenguas carece de una presencia social predominante, es posible alcanzar un bilingüismo funcional y equilibrado. Entre los factores determinantes destacan la constancia en la exposición lingüística, el uso de recursos pedagógicos adecuados, la implicación afectiva de los progenitores y la integración de experiencias culturales significativas, incluyendo actividades de lectura, musicales, audiovisuales y viajes de inmersión. Asimismo, se identificaron desafíos vinculados con la prevalencia de una lengua, interferencias y barreras socioculturales en contextos familiares y escolares.
Las conclusiones subrayan la relevancia de un enfoque multidisciplinar y comparativo para comprender la adquisición bilingüe en la infancia, abordando aspectos cognitivos, psicolingüísticos, sociolingüísticos y pedagógicos. La investigación demuestra que el compromiso parental, la motivación sostenida y el diseño consciente de experiencias lingüísticas pueden superar limitaciones contextuales, contribuyendo al desarrollo integral del niño. Por otra parte, ofrece referencias teóricas y recomendaciones prácticas orientadas a especialistas, docentes y familias comprometidas con la promoción del bilingüismo temprano, al tiempo que plantea la posibilidad de abrir nuevas vías de investigación desde perspectivas sociolingüísticas y pedagógicas, incorporando recursos digitales innovadores.
This study addresses the phenomenon of early bilingualism in family environments where parents are not native speakers of the target language, focusing on the cases of Spanish and French. The research arises from the interest in understanding how children acquire and consolidate bilingual competences in predominantly monolingual environments, taking into account the efforts, motivation, and strategies implemented by parents to promote balanced linguistic development. The objectives focus on analyzing the evolution of bilingualism, identifying the cognitive, linguistic, psycholinguistic, and sociocultural factors involved in its development, exploring language acquisition, learning strategies, and literacy methods, as well as evaluating the challenges and achievements of bilingual upbringing. Likewise, the study aims to provide applied insights that can guide families and educators in similar contexts. The methodology combines a qualitative approach with a longitudinal case study. Diverse sources were collected and analyzed, including records of oral and written interaction, audiovisual materials, children’s literature, and cultural immersion experiences. This approach enabled detailed monitoring of the child’s linguistic development over more than a decade, facilitating the identification of stages, difficulties, and emotional and effective strategies to preserve and consolidate bilingual competences. The results show that, even in a context where one language lacks predominant social presence, it is possible to achieve functional and balanced bilingualism. Key factors include consistency in language exposure, the use of appropriate pedagogical resources, parental affective involvement, and the integration of meaningful cultural experiences, including reading, musical, audiovisual activities, and immersion trips. Challenges related to language dominance, interference, and sociocultural barriers were also identified in both family and school contexts. The conclusions highlight the importance of a multidisciplinary and comparative approach to understanding bilingual acquisition in childhood, addressing cognitive, psycholinguistic, sociolinguistic, and pedagogical aspects. The research demonstrates that parental commitment, sustained motivation, and carefully designed linguistic experiences can overcome contextual limitations, contributing to the child’s holistic development. Furthermore, it provides theoretical references and practical recommendations aimed at specialists, teachers, and families engaged in promoting early bilingualism, while also opening the possibility of new research avenues from sociolinguistic and pedagogical perspectives, leveraging innovative digital resources.
This study addresses the phenomenon of early bilingualism in family environments where parents are not native speakers of the target language, focusing on the cases of Spanish and French. The research arises from the interest in understanding how children acquire and consolidate bilingual competences in predominantly monolingual environments, taking into account the efforts, motivation, and strategies implemented by parents to promote balanced linguistic development. The objectives focus on analyzing the evolution of bilingualism, identifying the cognitive, linguistic, psycholinguistic, and sociocultural factors involved in its development, exploring language acquisition, learning strategies, and literacy methods, as well as evaluating the challenges and achievements of bilingual upbringing. Likewise, the study aims to provide applied insights that can guide families and educators in similar contexts. The methodology combines a qualitative approach with a longitudinal case study. Diverse sources were collected and analyzed, including records of oral and written interaction, audiovisual materials, children’s literature, and cultural immersion experiences. This approach enabled detailed monitoring of the child’s linguistic development over more than a decade, facilitating the identification of stages, difficulties, and emotional and effective strategies to preserve and consolidate bilingual competences. The results show that, even in a context where one language lacks predominant social presence, it is possible to achieve functional and balanced bilingualism. Key factors include consistency in language exposure, the use of appropriate pedagogical resources, parental affective involvement, and the integration of meaningful cultural experiences, including reading, musical, audiovisual activities, and immersion trips. Challenges related to language dominance, interference, and sociocultural barriers were also identified in both family and school contexts. The conclusions highlight the importance of a multidisciplinary and comparative approach to understanding bilingual acquisition in childhood, addressing cognitive, psycholinguistic, sociolinguistic, and pedagogical aspects. The research demonstrates that parental commitment, sustained motivation, and carefully designed linguistic experiences can overcome contextual limitations, contributing to the child’s holistic development. Furthermore, it provides theoretical references and practical recommendations aimed at specialists, teachers, and families engaged in promoting early bilingualism, while also opening the possibility of new research avenues from sociolinguistic and pedagogical perspectives, leveraging innovative digital resources.
publication.page.subject
Citation
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/