Habilidad de cuestionamiento crítico en niños bilingües

Autores/as

  • Feryal Cubukcu Dokuz Eylül University, Department of English Language Teaching
  • Vesile Yildiz Demirtaş Dokuz Eylül University, Department of Special Education

Palabras clave:

bilingüismo, jóvenes aprendices, cuestionamiento crítico

Resumen

La presente investigación reporta la habilidad de realizar cuestionamientos críticos de niños monolingües y bilingües de 5 a 6 años. Esta investigación emplea el paradigma de cuestionamiento crítico de Bloom para explorar si los niños monolingües o los bilingües son más eficaces para generar preguntas de pensamiento crítico en dos historias. Una de las historias es sobre una niña olvidadiza y la otra sobre un caracol que anhela lo que no posee. Los hallazgos tienen implicancias para los docentes que trabajan con preescolares monolingües y bilingües. Los niños bilingües superaron a los monolingües en la historia sobre la niña olvidadiza y los niños monolingües superaron a los bilingües en la historia del caracol. Los resultados indicarían que los niños monolingües son mejores en el pensamiento abstracto y que los niños bilingües son mejores en cuanto al cuestionamiento crítico.

Citas

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Publicado

2021-01-04

Cómo citar

Cubukcu, F. ., & Yildiz Demirtaş, V. . (2021). Habilidad de cuestionamiento crítico en niños bilingües. Revista IRICE, (38), 163-181. Recuperado a partir de https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1312

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