---
title: "Profundizando en la Medida CLASS®: Modelado del Lenguaje"
description: Aprenda cómo profundizar sus habilidades de modelado del lenguaje utilizando estas preguntas reflexivas.
image: https://info.teachstone.com/hs-fs/file-2795652182-jpg/blog-attachments/164417298.jpg
---

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# Profundizando en la Medida CLASS®: Modelado del Lenguaje

 marzo 13 2024 by [Guest Blogger](https://info.teachstone.com/blog-en-esp/author/guest-blogger)

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- [Preguntas más frecuentes](https://info.teachstone.com/blog-en-esp/topic/preguntas-más-frecuentes)

![](https://info.teachstone.com/hs-fs/file-2795652182-jpg/blog-attachments/164417298.jpg?width=519&height=300&name=164417298.jpg)

In [this blog post](https://info.teachstone.com/blog/going-deeper-class-measure), Compartí algunas de mis luchas personales para dominar la medida CLASS® y prometí llevarlos a profundizar en algunos de los conceptos CLASS más complicados que encontré en mi viaje CLASS.

Empezaremos con conversaciones.—lo que podríamos considerar el vehículo para todas las demás dimensiones de apoyo educativo.

En general, el objetivo de Language Modeling (LM) es que los educadores promuevan y amplíen el desarrollo del lenguaje y las habilidades de comunicación verbal y no verbal de los niños.

## ¿Por qué es importante el modelado del lenguaje?

Antes de pasar a las estrategias para LM, es importante comprender esta dimensión y su impacto en los niños. El objetivo de LM es fomentar conversaciones, brindar apoyo lingüístico individualizado y utilizar un lenguaje descriptivo variado para que los niños comprendan y se comuniquen más. La evidencia indica que los educadores pueden mejorar significativamente el desarrollo del lenguaje modelando activamente un nuevo lenguaje, fomentando la expresión verbal de los niños a través de preguntas y conversaciones, brindando lecciones interesantes y significativas y fomentando la persistencia y la atención en el aprendizaje de nuevos conceptos, tanto en el aula como en el idioma materno de los niños. .

Las investigaciones han demostrado que los niños que experimentan relaciones cálidas y de apoyo, lecciones interesantes, retroalimentación efectiva y modelado del lenguaje tienen más probabilidades de obtener mejores resultados en medidas de vocabulario, conciencia fonológica, reconocimiento de letras y palabras y comprensión de lectura. Para niños que aprenden en dos idiomas (DLL), [Un mayor modelado del lenguaje promueve el progreso del lenguaje en los niños](https://info.teachstone.com/hubfs/CLASS_LanguageLiteracy_r1.pdf?hsLang=es) y habilidades de alfabetización, específicamente vocabulario receptivo, conciencia fonológica y conciencia de lo impreso.

## Qué tener en cuenta sobre el modelado del lenguaje

SEntonces, cuando observo y codifico LM, siempre me hago estas preguntas clave:

- ¿Qué éxito tuvo el educador en lograr que los niños se comunicaran? ¿No mucho? ¿Un poco? ¿Muy?
- ¿Hubo un equilibrio entre la comunicación entre el educador y el niño?
- ¿Era obvio que el educador estaba modelando intencionalmente un lenguaje más avanzado y complejo para los niños?
- ¿Los intercambios que observé fueron realmente conversaciones o simplemente series de preguntas y respuestas (pregunta-respuesta-pregunta-respuesta-pregunta-respuesta)?

Es importante recordar que las conversaciones son diálogos: incluyen no sólo preguntas y respuestas, sino también el intercambio real de información entre dos personas. El marcador de conducta CLASS 2008 subraya que las respuestas de los educadores y las preguntas de seguimiento deben ser relevantes a lo que el niño ha dicho. En la conversación, los niños a menudo no nos dan mucho con qué continuar, por lo que fácilmente podemos caer en la trampa de saltarnos la parte de respuesta y pasar directamente a otra pregunta de seguimiento, lo que resulta en la pregunta-respuesta-pregunta-respuesta. intercambio de tipos, no una conversación auténtica. Yo lo llamo “acribillar a un niño con preguntas”, algo que a ningún niño realmente le gusta. A menudo, los niños se callan o se alejan en lugar de participar; Sienten que los están interrogando.

Una entrenadora con la que hablé recientemente dijo que anima a los educadores a conversar con los niños “de la misma manera que lo harías mientras te arreglas las uñas con un amigo”. Contenido diferente, obviamente, pero el flujo natural y dialógico de la conversación debería resultar igual de cómodo. Esto significa que se debe alentar a los educadores a “simplemente hablar con” los niños en lugar de hablarles “a” ellos o “a ellos”.

Al codificar la dimensión Modelado del lenguaje, los codificadores deben analizar y evaluar la forma, frecuencia y *eficacia* de las conversaciones entre educador y niño. Por eficacia me refiero al grado en que los niños hablaron. Debería ser al menos tanto como lo hizo el educador.

 Recuerde que una cadena de preguntas y respuestas no contará como una conversación de alto alcance, ya que falta el intercambio de información (las respuestas se basan unas en otras), lo que a menudo resulta en respuestas muy breves por parte del niño. Con conversaciones de alto alcance, “los educadores a menudo inician intercambios prolongados con los niños, creando un flujo que los alienta a entablar una conversación y les comunica que son valiosos compañeros de conversación” (Guía de campo, página 128).

[![RECURSO GRATUITO Profundizando en la Medida CLASS®: Modelado del Lenguaje Disfrute de una descarga imprimible gratuita que le ayudará a construir, crecer y conectarse con su salón de clases.  ](https://no-cache.hubspot.com/cta/default/336169/interactive-160610058505.png)](https://info.teachstone.com/hs/cta/wi/redirect?encryptedPayload=AVxigLL2itnALfU3o2KhmY7ScL%2FUuikKv5Lk5Fl5JRJAPhjd6pdTTm7RSQXmkNyyQ3KGnWsrb6QyTYJ2qDrcjpCjt0vxejtOWxzelp3TSLk7IaJoGmoI4V4uJkTYNQf7jpiBbUWs73htU2LtT2i0vdKoPPnSVaMoEVGTizobaKXRQGfKMCwC%2BfHkjbVeNUdC7JWPgq5G6E%2FBqPZlz6owd5qrV6uqkRlbG2AWiDAJFkI2DlYcb6scjM%2BWF7viSN06lGVVMONzhodQo2FKeZaVxQh0V1L%2BtD42rg%2FJtrWDMsGD5LuPFNqP9BQ%3D&webInteractiveContentId=160610058505&portalId=336169)

*![sara-beach.jpg](https://info.teachstone.com/hs-fs/file-2550111050-jpg/blog-attachments/sara-beach.jpg?width=118&name=sara-beach.jpg)Estamos emocionados de tener a Sara Beach como invitada en el blog. Como ex capacitadora del personal de Teachstone, frecuentemente presentaba temas como Ayudar a los maestros con apoyo educativo a través de enfoques activos de aprendizaje para adultos. Ha sido maestra de bebés y niños pequeños, directora de centro, especialista en educación, entrenadora-mentora e instructora universitaria de educación infantil, y su mayor honor ha sido apoyar a los maestros.*

 

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