Estrategias pedagógicas para la mejora del rendimiento académico en el área de Lengua y Literatura en estudiantes del tercer año de EIB.

Abstract

UEIB Mushuk Kawsay faces the challenge of being a bilingual intercultural educational institution, which implies the integration of aspects of two or more cultures in its educational methods. This may require didactic approaches different from those of monolingual schools. Based on this problem, the objective is to improve reading and writing skills in third grade students at UEIB Mushuk Kawsay, designing and proposing active didactic strategies based on the syllabic method, appropriate for their intercultural bilingual context. The methodology employed in this study focused on a qualitative and quantitative approach to evaluate the impact of bilingual and intercultural didactic strategies on the literacy skills of third grade students at UEIB Mushuk Kawsay. It involved the identification and analysis of literacy challenges, the review and application of relevant teaching strategies, and the measurement of their effectiveness through specific tools such as surveys, teacher interviews, and direct classroom observations. This approach allowed for a holistic and detailed understanding of the current situation and facilitated the generation of recommendations adjusted to the specific context of the institution. As a conclusion of the study, the importance of adopting a holistic and adaptive approach to literacy instruction that honors the linguistic and cultural diversity of UEI students is emphasized. By focusing on strategies that directly address the identified challenges and that are aligned with the bilingual and intercultural realities of the students, it is possible to promote more effective and meaningful learning.