Principios que guían el desarrollo lingüístico

Los fundamentos de los estándares de WIDA:
Principios que guían el desarrollo lingüístico
WIDA cree que como educadores, nuestro papel es diseñar instrucción de tal manera que capitalice y
amplíe estos recursos. Esta creencia tiene como base una síntesis de literatura relacionada con la enseñanza
de estudiantes con diversos recursos lingüísticos y culturales. Usando como fundamento este cúmulo de
trabajo así como una revisión de literatura e investigaciones relacionadas con el desarrollo del lenguaje
y con prácticas efectivas de instrucción de emergentes bilingües, WIDA redactó sus principios guía del
desarrollo del lenguaje. Estos principios representan las presunciones centrales de WIDA sobre el desarrollo
del lenguaje.
1. Los idiomas y las culturas de los estudiantes son recursos invaluables que deben ser aprovechados
e incorporados en la educación.
Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002);
González, Moll, & Amanti (2005); Scarcella (1990)
2.
Las experiencias de los estudiantes en el hogar, la escuela y la comunidad influyen en el desarrollo de
su lenguaje.
Nieto (2008); Collier (1995); California State Department of Education (1986)
3.
Los estudiantes usan su conciencia meta-cognitiva, meta-lingüística y meta-cultural para desarrollar
su competencia en otros idiomas.
Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991);Cummins (1978)
4.
El desarrollo del lenguaje académico en el idioma nativo de los estudiantes les facilita el desarrollo
lingüístico en inglés. Así mismo, el desarrollo del lenguaje académico en inglés informa el desarrollo
del lenguaje académico en su idioma nativo.
Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan
(2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August
& Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina
(2000); Pardo & Tinajero (1993)
5.
Los estudiantes aprenden el lenguaje y la cultura a través de usos e interacciones significativas.
Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan
(1989); Damen (1987)
© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
6.
Los estudiantes usan el lenguaje de manera funcional y comunicativa que varían de acuerdo al
contexto.
Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)
7.
Los estudiantes desarrollan la competencia para escuchar, hablar, leer y escribir en un idioma de
manera interdependientemente pero de formas y modos diferentes.
Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)
8.
Para los estudiantes, el desarrollo del lenguaje académico y el desarrollo del conocimiento
académico son procesos inter-relacionados.
Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers
(2008); Gee (2007); Bailey (2007); Mohan (1986)
9.
El desarrollo del lenguaje social, de instrucción y académico es un proceso complejo que toma largo
tiempo y es fundamental para el éxito escolar.
Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)
10.
Los estudiantes tienen mayor acceso a actividades escolares que requieren procesos mentales
complejos cuando la complejidad lingüística y el apoyo a la instrucción son apropiados para el nivel
de desempeño lingüístico del estudiante.
Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)
© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
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© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
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© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
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© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us