LA SONORIDAD COMO ESTRATEGIA DIDÁCTICA PARA FOMENTAR LA ESCRITURA CON SENTIDO EN ESTUDIANTES INMIGRANTES

Abstract

Writing is considered a complex process that requires the implementation of various strategies by teachers. One of them is sonority, a resource that allows an approach to the creation of meanings. In this context, the objective of the research was to analyze the perceptions of language specialist teachers regarding the implications of sonority as a didactic strategy to promote meaningful writing in immigrant students. The study had a qualitative design with a descriptive approach. The sample consisted of 30 language teachers of basic and secondary education, selected through the intentional non-probabilistic sampling strategy. The main findings show that sonority is an important strategy to consolidate learning in immigrant students; in the classroom, activate significant experiences for the development of writing. Third, this strategy strengthens values that accompany learning to write. One of the projections of this research is to deepen the knowledge of the contributions of sonority to overcome problems related to linguistic expression and motivation for learning.