The Castilian Active Project for Amazonian Indigenous Peoples, Peru
The project was carried out from 2017 to 2020 within the framework of an agreement between the Liechtenstein Service for Development (LED) and Formabiap, due to the need to build a program for Spanish as a second language that strengthens teacher training and level of basic education.
For years, Formabiap has verified that children and young people who are predominant speakers of an indigenous language graduate from EIB educational centers without achieving communicative skills in Spanish, a fact that is manifested when students enter higher education with many difficulties communicating in Spanish and be able to respond to academic demands in this language.
The general objective of the project was to contribute to the qualitative improvement of IBE in the Amazonian indigenous peoples of Peru, based on the implementation of the “Active Castilian” Program.
Among the specific objectives was to develop an innovative methodology for the teaching of Spanish as a second language for students and teachers of indigenous peoples of the Peruvian Amazon, strengthen the capacities of Initial Teacher Training (FID) students and second specialty teachers for the application of the methodology and finally disseminate the methodology to contribute to the improvement of IBE
Who participated in the project?
The Spanish Active Program allowed the participation of the following clearly differentiated groups:
Actors in figures
Building the methodology
Validating the methodology
Spreading the methodology
The "Active Spanish" methodology
It is a viable and pertinent methodological proposal built from Formabiap for the teaching of Spanish in the framework of the EIB. This proposal takes the “Neues Lerner” methodology, created by the association of the same name, whose members provided us with advice and many years of experience in teaching second languages, to the different sociolinguistic contexts in which we work.
This proposal highlights the affectivity in the learning process, therefore it seeks that the students are motivated, in a positive environment where they feel constantly stimulated. It is a multisensory method, which recognizes that each person has their own style of learning, according to the sense (s) that they developed the most. It stimulates creativity by linking it to a specific socio-cultural reality and considers that learning should be a satisfactory experience where achievements and advances obtained are evident.
It is based on the scope of the Sugestopedia, which advocates that a language can be learned quickly and easily if the psychological barriers that each one sets are put aside, making it impossible to learn. In this method, the role of the teacher is important, whose objective will be to free the student from their barriers with respect to learning and give him the necessary confidence to function in a positive environment with music, movement and images that can vary over time and that allow peripheral learning. The intention is to ensure that everything learned is stored in long-term memory. To this end, the contributions of mental gymnastics or Brain Gym are collected, whose technique includes exercises that combine physical and mental strategies to generate new connections between neurons, improving balance and learning. To learn to establish relationships of different kinds that facilitate learning, the use of mental maps is emphasized that will graphically represent what they are learning and is in short the visualization of their thinking.
Materials for the development of oral and written skills in Spanish
As the Castilian Active methodology was being built, the conceptualization and design of the educational materials that would be part of the program that was being put together also began.
Developing materials for Spanish as a second language for regular elementary schools in EIB, implied aligning with the approaches developed by the direction in charge of EIB of the Ministry of Education of Peru-Minedu and, consequently, with the National Curriculum. There were several coordinations developed with this instance that allows us to trust in the sustainability of the work we build together.
The program has 12 units that must be worked on throughout basic education, each unit deals with a specific daily theme to the context of the students.
Each unit has:
A Class Guide for the Teacher
Grammar and linguistic expression posters
We put at your disposal the materials that Formabiap has produced and that are aimed at indigenous boys and girls of the initial and primary levels whose ages fluctuate between 5 and 14 years of age.