Participación de las familias migrantes en los procesos de inmersión lingüística escolar

Abstract

The objective of this article is to identify the participation of Haitian migrant families in the process of linguistic immersion experienced by their children when they attend school in Chile; specifically, it is expected to reflect on how Spanish language learning is promoted at home, the strategies used and the support they receive from the school or the state. Nine semi- tructured interviews using a qualitative methodology were conducted with mothers and fathers, guardians of a public school with high level of social vulnerability, located in the Cerrillos district of the Metropolitan Region. The results reflect the implementation of various support strategies by families to promote a second language, despite the existence of structural factors that hinder this task of assistance. In general, there is little communication between the school and home in general, and in particularwith non-Spanish speakers, due to the language barrier. The help received from the teaching staff is acknowledged, leaving the greater responsibility for language teaching in their hands. It concludes with the need to create programs to address the cultural and linguistic diversity present in the classroom, while developing public policies for intercultural education in our country.