Resumo

ENRIQUEZ DIAZ, Érika Elizabeth. Escritura argumentativa en español como segunda lengua por estudiantes indígenas universitarios. Enunciación [online]. 2021, vol.26, n.2, pp.155-171. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.18230.

This research explored the design and implementation of didactic units in Spanish with academic purposes, which responded to the needs of indigenous undergraduate students –from Macuna, Uitoto, Embera, and Nasa communities– when it comes to writing argumentative essays. This study sought to apply writing strategies for teaching and learning how to write argumentative texts from the perspective of critical interculturality, decolonial pedagogy practices, and postulates on writing from The New Literacy Studies (NLS). This research used a qualitative approach with an action research design that included three cycles of pedagogical intervention, which were recorded mainly through field diaries and compared with semi-structured interviews. The results suggest that intercultural communication empowers and positively influences indigenous students’ learning, as they are motivated to write about their interests and their culture. In addition, when assessing the writing process, it was found that the strategies were successful, and that constant support and advice contributed to improving the ability to write and argue in Spanish as a second language in an academic environment.

Palavras-chave : intercultural communication; intercultural education; pedagogy; second language instruction; writing instruction.

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