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dc.contributor.authorFerrada, Donatila
dc.contributor.authorDel Pino, Miguel
dc.date.accessioned2023-05-08T19:01:42Z
dc.date.available2023-05-08T19:01:42Z
dc.date.issued2020
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/4747
dc.description.abstractThe main objective of this research was to explore communication competence traits deemed as essential for initial teacher training of schoolteachers of language – in both the Spanish and Mapuzugun – by primary school teachers and university teachers who are familiar with linguistic diversity in the southern-central area of Chile in order to establish comparisons between their views of initial formation. Dialogic model (kishu kimkelay ta che) participatory research method was used on two sample groups: one made up of teachers working in schools and another involving university teachers who train teachers-to-be. Results show an enormous gap between the concept of communication competence proposed by both groups; while one is rooted in bilingualism and biculturality linked to the territory in which they work, the other emphasizes formal and procedural aspects of the dominant language.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceInternational Multilingual Research Journal, 14(1), 76-92es_CL
dc.subjectCommunicative competencees_CL
dc.subjectLinguistic diversityes_CL
dc.subjectSpanish languagees_CL
dc.subjectMapuzugun languagees_CL
dc.subjectInitial teacher training programes_CL
dc.titleCommunicative competences required in initial teacher training for primary school teachers of spanish language in contexts of linguistic diversityes_CL
dc.typeArticlees_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.uriwww.tandfonline.com/doi/abs/10.1080/19313152.2019.1653156es_CL
dc.ucm.doidoi.org/10.1080/19313152.2019.1653156es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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