Uso de la lengua materna en la gestión emocional: una mirada a su pertinencia en aulas bilingües de preescolar

Abstract

This study analyzes the relevance of using the mother tongue in emotional regulation within bilingual preschool classrooms, where the exclusive use of English as a second language is promoted. The research emerged from the tensions between total immersion policies and the emotional needs of young children who are still developing their linguistic and socio-emotional skills. The main objective was to understand how the use of the mother tongue influences emotional regulation and interactions within the classroom. The study was conducted using a qualitative approach and an interpretive paradigm through a case study carried out in a bilingual educational institution in Envigado, Antioquia. Participants included English and Spanish teachers, as well as professionals from the psychoeducational field. Data were collected through field journals, semi-structured interviews, and comparative observations. The theoretical framework was based on the work of authors such as Stephen Krashen, Lev Vygotsky, Daniel Goleman, and Jim Cummins, who emphasize the relationship between language, learning, and emotions. The findings revealed that the exclusive use of English during situations of emotional distress may lead to frustration, silence, and communication difficulties. In contrast, Spanish emerged as an effective tool for expressing emotions, resolving conflicts, and strengthening emotional bonds.