Pavez-Soto, I., Ortiz-López, J.E., Jara, P., Olguín, C. and Domaica, A. (2018) Haitian Migrant Children in Chile: Barriers and Opportunities in the Schooling Process. Between Diversities. Journal of Social Sciences and Humanities, 11, 71-97. https://doi.org/10.31644/ED.11.2018.a03

has been cited by the following article:

• TITLE: Inclusion of Migrant Children in School in Chile

  AUTHORS: Iskra Pavez-Soto, Juan Eduardo Ortiz-López, Pamela Villegas-Enoch, Nicolás Grandón-Cánepa, Lina Magalhaes, Priscilla Jara, Constanza Olguín

  KEYWORDS: Migration, Childhood, Phonoaudiology, School Insertion, Linguistic Immersion, Chile

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.11, November 30, 2022

  ABSTRACT: The objective of this article is to analyze the school insertion processes experienced by Haitian migrant children in Chile, from the point of view of the intervention carried out by professionals in the field of Phonoaudiology. Although school entry is guaranteed in the country, Haitian children face a language barrier because they speak Creole and must learn a new language (Spanish) without the availability of official reception and support programs. This study employed a qualitative approach, and semi-structured interviews were applied to professionals of Speech Therapy working in public schools in the Metropolitan Region. It is concluded that the main difficulties are found in the comprehension and expressive areas of Chilean Spanish, although the phonoaudiological intervention has facilitated the learning of the new language, also supporting teachers and families. Finally, social and linguistic intervention is an emerging area for the profession.