Summary
One way to reach out to minority students social and cultural rights is through knowledge of their culture and socio-linguistic forms. However, the social phenomenon that occurs in the teaching practice is that the teacher uses language that is aligning to these students, and worse yet, detrimental to their own cultural and social identity. Abstract
A way of Approaching students from social and cultural Minorities Knowing Is Through Their culture and sociolinguistic forms. However, the social Phenomenon That Takes place in the pedagogical practice That is language teachers use to students Which May aliniate Said, and Strongly Against Their Own Attempt cultural and social identity. Bilingualism
sociolinguistic
Education is a right of all citizens, and therefore its practitioners must fight against all forms of exclusion. Within this context, it is important to reflect on how educational policies addressing cultural differences. Delors (1996) argues that education has to adapt to different minority groups. However, considering that teachers are primarily from urban middle-class sectors, it is fair to assume that there is a wide communication gap between teachers and students, so if we analyze the delivery and reception of the message is easy to conclude that the channel used is not appropriate to record the student's language. As the professor boasts autorefente ethnocentric discourse, the poor student that he can do is imagine the realities which can read the teacher's words, a situation that leads to further autodisminuirse and, finally, I ended up excluding the educational process because its slow learning curve to reach expected levels and displayed with reference to other educational situations. We
right against a sociolinguistic phenomenon of bilingualism, which in practice is, Indeed, a pseudo bilingualism as each actor speaks their own dialect or idiolect and fails to understand your partner. From the position of teacher, he chooses to ignore the origins of their students, and attempts to impose a formal education that allows you to mold the character "uneducated" of these. In this regard, Mandujano (2000) argues that "The recognition of the right to multiculturalism and bilingualism of poor and marginal resident is required to improve communication with and education provided to them."
Against this background of knowing the language and cultural identity of the poor and marginal student, Father Hurtado (quoted in Arancibia, 2005) called for educators to understand the interests, the inner world and the hopes and fears of the child or young person to get from there to accompany him on his journey through education. It follows that the teacher is one who has to "realize" this cultural reality of their students socially isolated, because not enough educational policies of respect for cultural differences, which involve not only students with poor and marginalized but also to students from indigenous peoples, who also feel excluded by not understanding the unique dialect teacher ethnocentric.
Therefore, the teacher's challenge is to enhance and strengthen the identities sociolinguistic and cultural which has to unlearn and education for multiculturalism. The cultural heritage of students from poor and indigenous peoples is ignored by urban teachers. The lack of experience of these children and young urban culture left evidence of wild nature. (Mandujano, 2000, Wild exotic and distant, 14).
In light of this, we can say that many times is simply not the conditions for bilingual and intercultural dialogue, as often actors in the educational process both language and identity unaware of the other, which implies finally situation of pseudo-bilingualism sociolinguistic because the conditions are not for real communication. Thus, this vector of bilingualism sociolinguistic must be addressed in property in the initial training of teachers. This means that cultural differences must be considered as valuable and worthy of appreciation. From this perspective, not all teachers are trained or prepared to assume the great social commitment of respect for human rights and freedoms not only of minorities, as represented by the poor and marginalized and indigenous people of our country, but of the entire population. References
Arancibia, V. (2005, October 16). Education for Modernity. Mercury, p. E11.
Hevia, R. et al. (2003). Education in Chile, today. Santiago de Chile: Ediciones Universidad Diego Portales.
Mandujano, F. (Nd). The Wild in the Classroom: Problems of Language and Identity in the Urban Student Achievement. Retrieved on 17 October 2002. EDculo.doc http://www.cidpa.cl/txt/articulos/Unescoart%
Author: Fernando Vera, MA in Educational Research. University of Rancagua. Fernando_veracl@yahoo.es
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