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Performance of indigenous students in reading tasks in English as a foreign language: a first approach
This research evaluated reading comprehension of English as a foreign language of indigenous students enrolled in a high school educational program at a public university in Jalisco, Mexico. They were exposed to two reading tasks to identify the skills and strategies with which they try to make sense of what they read. In the first task, they had to deduce the meaning of words and phrases from a children“s story. In the second task, they were presented with an advertisement and had to answer questions regarding the characteristics and uses of the advertised product. Low performance was found in both tasks given the specific experimental conditions to which they were exposed: instructions in Spanish, face-to-face interaction with a non indigenous experimenter, presentation of the advertisement in digital format, use of a non-indigenous children“s story. It remains to be investigated whether these conditions also affect reading in Spanish as a foreign language.
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