The Influence of Social Class on Second Language Literacy: A Case Study in Low-Income Schools
DOI:
https://doi.org/10.15648/invefor.v4i2.4310Keywords:
social class, literacy, second language, low income, learningAbstract
This study aims to analyze the impact of social class on the literacy process during the acquisition of a second language, specifically English, in low-income schools. The research was carried out by means of a questionnaire applied to 60 students from the 20 de Julio and Las Flores neighborhoods, areas characterized by high socioeconomic vulnerability. The methodology included the analysis of the main barriers affecting the acquisition of a second language, identifying economic constraints and lack of motivation as key factors. The results revealed that these impediments significantly influence English language learning, highlighting that students see English as an opportunity to improve their job prospects, both locally and internationally. In response to these findings, pedagogical activities adapted to the contextual needs of the students were implemented, focused on fostering their motivation and providing practical tools for learning. The findings underscore the importance of developing inclusive educational strategies that consider the socioeconomic circumstances of students to facilitate effective second language literacy, promoting academic and professional development opportunities in low-income contexts.
Author Biography
soporte soporte, Universidad del Atlántico
Facultad de Ciencias de la Educación - Licenciatura en Lenguas Extranjeras - Semillero ESAPIDEX-B
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