Bilingües bimodales oyentes en Chile: Aplicación de una encuesta basada en el Language Experience and Proficiency Questionnaire (LEAP-Q)

Martín Alvarez Cruz; Stephanie Díaz Galaz; Fabiola Otárola Cornejo

doi:10.4151/S0718-09342026012101495

Autores/as

Martín Alvarez Cruz Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0002-6273-8559
Stephanie Díaz Galaz https://ror.org/02cafbr77 https://orcid.org/0000-0001-6481-9742
Fabiola Otárola Cornejo https://ror.org/02cafbr77 https://orcid.org/0000-0003-1273-1858

DOI:

https://doi.org/10.4151/S0718-09342026012101495

Palabras clave:

bilingüismo bimodal, lengua de señas chilena, LEAP-Q, experiencia bilingüe, estudios del bilingüismo

Resumen

El estudio de bilingües bimodales ofrece un punto de vista privilegiado para el campo bilingüismo, en tanto permite poner a prueba los consensos alcanzados a través del estudio de bilingües monomodales y explorar los desafíos de aprender una segunda lengua en una modalidad diferente de la lengua materna. El presente artículo presenta los resultados de un estudio mixto cuyo objetivo fue describir el perfil de experiencia bilingüe, adquisición y uso de la lengua de señas como L2 de sujetos oyentes bilingües bimodales. Para ello, se implementó una encuesta basada en el Language Experience and Proficiency Questionnaire (LEAP-Q, Marian et al., 2007) en una muestra de 122 personas oyentes usuarios de español y lengua de señas chilena. Las respuestas fueron codificadas y analizadas. Particularmente, se estudió la relación entre las respuestas referidas a exposición a la L2, autopercepción de competencia, años de experiencia y edad de adquisición mediante matrices de correlación y regresiones ordinales. Los resultados dan cuenta de un perfil mayoritariamente femenino y profesional concentrado en áreas relacionadas a derechos fundamentales, de aprendices tardíos y una baja exposición a la LSCh. Adicionalmente, la edad de adquisición, la experiencia y la exposición están relacionadas a los niveles autorreportados de competencia en LSCh. Los hallazgos son coherentes con lo reportado en bilingües unimodales, y permiten identificar perfiles de aprendices para orientar de mejor manera la enseñanza de una segunda lengua en una segunda modalidad, impactando en la formación de profesionales que trabajan con y para la comunidad sorda chilena.

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