Impacto del programa de aprendizaje emocionante en el dominio de la lengua Asháninka

Lizet Doriela     Mantari-Mincami; Hilario     Romero-Giron; Ana Monica     Huaraca-Garcia

doi:10.47606/ACVEN/PH0460

Autores/as

Lizet Doriela Mantari-Mincami Universidad Peruana Los Andes- Perú https://orcid.org/0000-0003-4859-9684
Hilario Romero-Giron Universidad Peruana Los Andes- Perú https://orcid.org/0000-0002-6078-2724
Ana Monica Huaraca-Garcia Universidad Peruana Los Andes- Perú https://orcid.org/0000-0001-9373-7404

DOI:

https://doi.org/10.47606/ACVEN/PH0460

Palabras clave:

aprendizaje socioemocional, educación intercultural bilingüe, lengua asháninka, educación superior, dominio lingüístico

Resumen

En un contexto de pérdida de diversidad lingüística y de persistentes brechas educativas para estudiantes indígenas, este estudio evaluó el efecto del Programa de Aprendizaje Emocionante (PAE) sobre el dominio de la lengua asháninka en educación superior. Se realizó un estudio cuantitativo con diseño cuasiexperimental de grupos no equivalentes, con medición pretest–postest y grupo de control, en una universidad peruana durante el periodo 2020-II. Participaron 60 estudiantes (30 en el grupo experimental y 30 en el control). El dominio lingüístico se midió mediante una Prueba de Dominio de Lengua Asháninka (escala 0–20) con dimensiones oral y escrita. Se estimaron estadísticos descriptivos, equivalencia basal mediante diferencias estandarizadas y el efecto del programa mediante ANCOVA del postest ajustado por el pretest. Los resultados mostraron grupos comparables en línea base y un desempeño posterior superior en el grupo que recibió el PAE, con efectos estadísticamente significativos en el dominio global y en las dimensiones oral y escrita, además de un desplazamiento hacia niveles de desempeño más altos. La integración de una mediación socioemocional en la enseñanza del asháninka se asocia con mejoras del dominio lingüístico y es pertinente para la gestión de innovaciones interculturales en educación superior.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alonzo Sutta, A. (2021). Avances en la descripción morfosintáctica de la transitividad en el asháninka del alto Perené. Lengua y Sociedad, 20(2), 269-293. https://doi.org/10.15381/lengsoc.v20i2.22253 DOI: https://doi.org/10.15381/lengsoc.v20i2.22253

Ames, P. (2024). Is there room for interculturality? Indigenous youth in Peruvian private universities and the scholarship programme Beca 18. Ethnography and Education, 19(3), 202-224. https://doi.org/10.1080/17457823.2024.2367496 DOI: https://doi.org/10.1080/17457823.2024.2367496

Botes, E., Dewaele, J.-M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of foreign language enjoyment. Studies in Second Language Learning and Teaching, 12(2), 205-232. https://doi.org/10.14746/ssllt.2022.12.2.3 DOI: https://doi.org/10.14746/ssllt.2022.12.2.3

Brinklow, N. T. (2021). Indigenous language technologies: Anti-colonial oases in a colonizing (digital) world. WINHEC: International Journal of Indigenous Education Scholarship, 16(1), 239-266. https://doi.org/10.18357/wj1202120288 DOI: https://doi.org/10.18357/wj1202120288

Bromham, L., Dinnage, R., Skirgård, H., Ritchie, A., Cardillo, M., Meakins, F., Greenhill, S., & Hua, X. (2021). Global predictors of language endangerment and the future of linguistic diversity. Nature Ecology & Evolution, 6(2), 163-173. https://doi.org/10.1038/s41559-021-01604-y DOI: https://doi.org/10.1038/s41559-021-01604-y

Cabanillas Vela, B. (2022). El estado peruano y las lenguas originarias en la actualidad. Lengua y Sociedad, 21(1), 265-279. https://doi.org/10.15381/lengsoc.v21i1.23092 DOI: https://doi.org/10.15381/lengsoc.v21i1.23092

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/I.1.1 DOI: https://doi.org/10.1093/applin/1.1.1

CASEL. (2020). CASEL’S SEL Framework: What Are the Core Competence Areas and Where Are They Promoted? https://casel.org/casel-sel-framework-11-2020/

Chen, W. (2025). Systematic review and meta-analysis of the relationship between foreign language anxiety and academic achievement in Chinese language learners. Frontiers in Education, 10, 1576224. https://doi.org/10.3389/feduc.2025.1576224 DOI: https://doi.org/10.3389/feduc.2025.1576224

Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968 DOI: https://doi.org/10.1111/cdev.13968

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087 DOI: https://doi.org/10.1037/0022-3514.92.6.1087

Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Multilingual Matters. DOI: https://doi.org/10.2307/jj.33169466

Frainer, A., Mustonen, T., Hugu, S., Andreeva, T., Arttijeff, E.-M., Arttijeff, I.-S., Brizoela, F., Coelho-de-Souza, G., Printes, R. B., Prokhorova, E., Sambou, S., Scherer, A., Shadrin, V., & Pecl, G. (2020). Cultural and linguistic diversities are underappreciated pillars of biodiversity. Proceedings of the National Academy of Sciences, 117(43), 26539-26543. https://doi.org/10.1073/pnas.2019469117 DOI: https://doi.org/10.1073/pnas.2019469117

Guerra Ayala, M. J., Valdivia Laura, C. A., Bernedo Perez, H. N., Florez Lucana, A., Tapia Condori, R. R., & Durand-Gómez, E. L. (2025). Social isolation among indigenous college students in Peru: The role of language, culture, and acculturation. Frontiers in Sociology, 10, 1597952. https://doi.org/10.3389/fsoc.2025.1597952 DOI: https://doi.org/10.3389/fsoc.2025.1597952

Haugen, E. (1972). The Ecology of Language. University Press.

Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269-293). Penguin Books.

Johnson, K. M., & Levitan, J. (2022). Rural indigenous students in Peruvian Urban higher education: Interweaving ecological systems of coloniality, community, barriers, and opportunities. Diaspora, Indigenous, and Minority Education, 16(1), 21-42. https://doi.org/10.1080/15595692.2021.1974383 DOI: https://doi.org/10.1080/15595692.2021.1974383

Joshi, P., Santy, S., Budhiraja, A., Bali, K., & Choudhury, M. (2020). The State and Fate of Linguistic Diversity and Inclusion in the NLP World. In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics, 6282-6293. https://doi.org/10.18653/v1/2020.acl-main.560 DOI: https://doi.org/10.18653/v1/2020.acl-main.560

Kayhan, S. (2025). The effect of intervention studies on foreign language speaking anxiety: A meta-analysis study. Journal of Pedagogical Research, 9(3), 62-83. https://doi.org/10.33902/JPR.202533156 DOI: https://doi.org/10.33902/JPR.202533156

Kirsch, C., & Hornberger, N. H. (2024). Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education. Language, Culture and Curriculum, 37(3), 289-309. https://doi.org/10.1080/07908318.2024.2335938 DOI: https://doi.org/10.1080/07908318.2024.2335938

Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x DOI: https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3–31). Basic Books.

Montoya Samamé, J. R. (2021). La codificación de los objetos en las construcciones aplicativas del asháninka [Tesis de maestría, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/21046

Moshagen, S. N., Antonsen, L., Wiechetek, L., & Trosterud, T. (2024). Indigenous language technology in the age of machine learning. Acta Borealia, 41(2), 102-116. https://doi.org/10.1080/08003831.2024.2410124 DOI: https://doi.org/10.1080/08003831.2024.2410124

O’Brien, A., Panayiotou, M., Santos, J., Hamilton, S., & Humphrey, N. (2025). A systematic review informing recommendations for assessing implementation variability in universal, school-based social and emotional learning interventions. Social and Emotional Learning: Research, Practice, and Policy, 5, 100112. https://doi.org/10.1016/j.sel.2025.100112 DOI: https://doi.org/10.1016/j.sel.2025.100112

Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9 DOI: https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R. (2024). Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review, 36(3), 83. https://doi.org/10.1007/s10648-024-09909-7 DOI: https://doi.org/10.1007/s10648-024-09909-7

Peng, J.-E. (2025). Willingness to Communicate in a Second Language (1.a ed.). Cambridge University Press. https://doi.org/10.1017/9781009417884 DOI: https://doi.org/10.1017/9781009417884

Peng, Q., & Shuhong, L. (2025). Emotional factor matters in language learning? A meta-analysis of emotional intelligence on language achievement. Frontiers in Psychology, 16, 1502112. https://doi.org/10.3389/fpsyg.2025.1502112 DOI: https://doi.org/10.3389/fpsyg.2025.1502112

Posso, A. (2023). Bilingual education and child labor: Lessons from Peru. Journal of Economic Behavior & Organization, 212, 840-872. https://doi.org/10.1016/j.jebo.2023.06.010 DOI: https://doi.org/10.1016/j.jebo.2023.06.010

Redvers, N., Menzel, K., Ricker, A., Lopez-Carmen, V. A., & Blondin, B. (2023). Expanding the scope of planetary health education: The International Decade of Indigenous Languages. The Lancet Planetary Health, 7(1), e4-e5. https://doi.org/10.1016/S2542-5196(22)00140-1 DOI: https://doi.org/10.1016/S2542-5196(22)00140-1

Roxas, R. E. (2024). Large Language Models and Natural Language Processing On Minority Languages: A Systematic Review. In N. Oco, S. N. Dita, A. M. Borlongan, & J.-B. Kim (Eds.), Proceedings of the 38th Pacific Asia Conference on Language, Information and Computation (pp. 1-8). Tokyo University of Foreign Studies. https://aclanthology.org/2024.paclic-1.1/

Ruelas Vargas, D. (2021). Origen y perspectivas de las políticas de la Educación Intercultural Bilingüe en el Perú: Utopía hacia una EIB de calidad. Revista Historia de la Educación Latinoamericana, 23(36), 205-255. https://doi.org/10.19053/01227238.10831 DOI: https://doi.org/10.19053/01227238.10831

Ryan, A., Prieto-Rodriguez, E., Miller, A., & Gore, J. (2024). What can Implementation Science tell us about scaling interventions in school settings? A scoping review. Educational Research Review, 44, 100620. https://doi.org/10.1016/j.edurev.2024.100620 DOI: https://doi.org/10.1016/j.edurev.2024.100620

Schreyer, C., Granadillo, T., & Daveluy, M. (2022). The risk of ‘taking urgent steps’: Linguistic diversity and the International Decade of Indigenous Languages. Journal of Multilingual and Multicultural Development, 43(3), 195-199. https://doi.org/10.1080/01434632.2022.2048840 DOI: https://doi.org/10.1080/01434632.2022.2048840

Skutnabb-Kangas, T. (2013). Linguistic Genocide in Education—Or Worldwide Diversity and Human Rights? Routledge. DOI: https://doi.org/10.4324/9781410605191

Sun, Q., Alhowail, A., & Beckmann, N. (2025). Is foreign language anxiety malleable? A systematic review of longitudinal observation studies. System, 133, 103782. https://doi.org/10.1016/j.system.2025.103782 DOI: https://doi.org/10.1016/j.system.2025.103782

Torres-Acurio, J., & Turpo-Chaparro, J. E. (2024). Gestión educativa intercultural bilingüe en instituciones rurales peruanas en tiempos de Covid-19. Praxis Educativa, 19, 1-19. https://doi.org/10.5212/PraxEduc.v.19.22824.024 DOI: https://doi.org/10.5212/PraxEduc.v.19.22824.024

UNESCO. (s. f.). Indigenous Languages Decade (2022-2032). UNESCO. Recuperado 12 de enero de 2026, de https://www.unesco.org/en/decades/indigenous-languages

UNESCO. (2023). 40% don’t access education in a language they understand. GEM Report. https://www.unesco.org/gem-report/en/articles/40-dont-access-education-language-they-understand

UNESCO. (2025a). Languages matter: Global guidance on multilingual education. UNESCO. https://www.unesco.org/en/articles/languages-matter-global-guidance-multilingual-education

UNESCO. (2025b). New UNESCO report calls for multilingual education to unlock learning. https://www.unesco.org/en/articles/new-unesco-report-calls-multilingual-education-unlock-learning-and-inclusion

Wu, H. (2024). Foreign Language Enjoyment and Anxiety of Chinese EFL Learners at the Tertiary Level: A Pseudo-Longitudinal Investigation. Sage Open, 14(3), 21582440241285535. https://doi.org/10.1177/21582440241285535 DOI: https://doi.org/10.1177/21582440241285535

Xiong, Y., Zhang, Q., Zhao, L., Liu, S., Guan, H., Sui, Y., Feng, J., & Lee, K. M. R. (2024). A Meta-Analysis and Systematic Review of Foreign Language Anxiety Interventions Among Students. Journal of Language and Social Psychology, 43(5-6), 620-650. https://doi.org/10.1177/0261927X241291258 DOI: https://doi.org/10.1177/0261927X241291258

Zhang, Q., Song, Y., & Zhao, C. (2024). Foreign language enjoyment and willingness to communicate: The mediating roles of communication confidence and motivation. System, 125, 103346. https://doi.org/10.1016/j.system.2024.103346 DOI: https://doi.org/10.1016/j.system.2024.103346

Zhang, Z., Gao, X. (Andy), & Liu, T. (2024). Enjoyment in foreign language learning: A systematic review. Heliyon, 10(17), e37215. https://doi.org/10.1016/j.heliyon.2024.e37215 DOI: https://doi.org/10.1016/j.heliyon.2024.e37215

Zhao, J., Guan, K., Feng, Y., & Liu, Z. (2024). The effect of foreign language enjoyment on willingness to communicate among Chinese EFL students: Conscientiousness as a mediator. Frontiers in Education, 9, 1473649. https://doi.org/10.3389/feduc.2024.1473649 DOI: https://doi.org/10.3389/feduc.2024.1473649

Zhao, X., & Wang, D. (2023). Grit in second language acquisition: A systematic review from 2017 to 2022. Frontiers in Psychology, 14, 1238788. https://doi.org/10.3389/fpsyg.2023.1238788 DOI: https://doi.org/10.3389/fpsyg.2023.1238788