Revisión sistemática sobre las estrategias de enseñanza y aprendizaje del inglés como lengua extranjera en la primera infancia
Autores/as
Maria Angelica Briceño-Martinez
Universidad Antonio Nariño
[email protected] https://orcid.org/0009-0001-1154-6418Ronald Andrés González
Universidad Antonio Nariño
[email protected] https://orcid.org/0000-0001-7910-2015Detalles
Publicado
Resumen
La adquisición del inglés como lengua extranjera en la primera infancia es crucial para el desarrollo de habilidades fundamentales para el aprendizaje a lo largo de la vida. No obstante, en Suramérica se evidencia una escasez de estrategias pedagógicas diseñadas para este nivel educativo. Este estudio abarca una revisión sistemática vía el protocolo PRISMA en Scopus y WoS y analiza 16 investigaciones resultantes de dos cribados. Los hallazgos muestran que las estrategias se concentran en el uso de tecnología, actividades lúdicas y artísticas, así como en el fortalecimiento de las habilidades lingüísticas —con especial énfasis en la oralidad y la escritura, y en menor medida la lectura—, lo que confirma la importancia de privilegiar la interacción y la comunicación sobre el aprendizaje de estructuras gramaticales complejas en edades tempranas (Cheatham et al., 2015; Greenfader & Brouillette, 2013). De forma transversal, algunos estudios integran áreas como ciencias y matemáticas, lo que aporta una perspectiva interdisciplinar, aunque ello excede el núcleo del aprendizaje de lenguas en estas etapas. Este análisis subraya la necesidad de ampliar y diversificar las estrategias de enseñanza del inglés en la primera infancia, con un mayor énfasis en contextos hispanohablantes y multilingües.
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