La intervención didáctica para promover la alfabetización inicial de dos niños no nativo hablantes de español, un estudio de caso

Abstract

The purpose of this article is to present the results of the didactic inter- vention promoting the initial literacy stage of two non-native Spanish speakers. Oneof them had as a rst language (L1) hñähñú(am indigenous language from the central region of Mexico) and the other, Chinese (Mandarin). At the beginning of the inter- vention both managed to communicate with their colleagues in Spanish and had little knowledge of the writing system (Ferreiro and Teberosky, 1979). The inter- vention was carried out as part of the in- ternship of a Preschool Education student from the Marist University of Querétaro, Mexico.The applied methodology was the case study. The follow-up was performed during 25 sessions; each session designed with a constructivist approach with the intent of promoting graphic and reading decisions solving communicative problems (Alvarado and Vernon, 2001, Brousseau, 2007). At the end of the 25 sessions both children presented alphabetic writings