Adquisición de L3 ILE por hablantes de herencia inmigrantes
revisión sistemática de variables individuales y contextuales
DOI:
https://doi.org/10.18172/jes.5950Palabras clave:
hablantes de herencia inmigrantes, adquisición de terceras lenguas, bilingüismo, ILE, variables individuales, variables contextualesResumen
Los hablantes de herencia de origen inmigrante son bilingües cuya L1 es una lengua minoritaria que carece de estatus social en el país de acogida. Según la investigación sobre la adquisición de terceras lenguas, existe una ventaja bilingüe, principalmente en el contexto de la educación bilingüe. Sin embargo, cuando la adquisición de la tercera lengua ocurre en un contexto de inmigración, se obtienen resultados dispares. Para intentar comprender estas inconsistencias, esta revisión sistemática examina variables individuales y contextuales reportadas en la literatura que podrían estar mediando la relación entre el bilingüismo de los hablantes de herencia inmigrantes y su aprendizaje de L3 de ILE en contextos educativos de toda Europa. Siguiendo las directrices PRISMA, hemos examinado 20 estudios revisados por pares (2013-2023). Los resultados muestran que el estatus socioeconómico, las habilidades cognitivas y la forma en que se aprende la L1 afectan el aprendizaje de la L3. Esta revisión enfatiza la importancia de adaptar la instrucción a las características y necesidades únicas de estos alumnos, promoviendo una enseñanza de L3 más individualizada.
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