ABSTRACT

The main objective of this research was to explore communication competence traits deemed as essential for initial teacher training of schoolteachers of language – in both the Spanish and Mapuzugun – by primary school teachers and university teachers who are familiar with linguistic diversity in the southern-central area of Chile in order to establish comparisons between their views of initial formation. Dialogic model (kishu kimkelay ta che) participatory research method was used on two sample groups: one made up of teachers working in schools and another involving university teachers who train teachers-to-be. Results show an enormous gap between the concept of communication competence proposed by both groups; while one is rooted in bilingualism and biculturality linked to the territory in which they work, the other emphasizes formal and procedural aspects of the dominant language.

摘要

这项研究的主要目的是探讨熟悉中南部地区语言多样性的小学教师和大学教师在西班牙语和马普苏古语中被认为是初等语言学校教师培训必不可少的交流能力特征为了在他们最初形成的观点之间建立比较。对话模型（kishu kimkelay ta che）参与式研究方法用于两个样本组：一个由在学校工作的教师组成，另一个由训练未来教师的大学教师组成。结果表明，两个小组提出的沟通能力概念之间存在巨大差距。尽管其中之一是基于与他们工作的地区相关的双语和双文化性，但另一方则强调了主导语言的形式和程序方面。