Música infantil como estrategia didáctica para la enseñanza-aprendizaje de la lengua Kichwa con alumnos de segundo A de EGB en la Unidad Educativa de Milenio Intercultural Bilingüe Chibuleo

Abstract

The present curricular integration work aims to demonstrate that children's music functions as a suitable didactic strategy for teaching the Kichwa language to second-grade (EGB) children at the "Chibuleo" UEMIB, with the goal of revalorizing their cultural and linguistic identity. It was developed in response to the lack of Kichwa usage in the classroom and the local students' disinterest in learning and speaking their ancestral language. The primary focus consisted of designing and evaluating didactic strategies based on children's music in Kichwa. The group of second-grade children "A" was chosen due to their age (between 6 and 7 years), as they are apt for rapid learning and achieving the goal of revitalizing the language from an early age. The senses, particularly auditory, were employed as the optimal strategy to address the four phases of MOSEIB (Mastery, Application, Creation, and Socialization of knowledge). The learning outcomes were highly positive, as the children correctly learned colors in pronunciation and identification in the Kichwa language. Therefore, it is concluded that this strategy is highly effective for teaching the Kichwa language at the "Chibuleo" UEMIB. It is anticipated that these strategies could be applied in other institutions and classrooms, not only for teaching the language but also for general school learning.