Lenguaje oral en escolares fronterizo y transfronterizos.

Abstract

INTRODUCTION: establish the differential characteristics in relation to the performance of oral language in border and cross-border children from a psycholinguistic perspective, in ages of 6 to 14 years. METHODS: The methodological design of this research is framed in a study of descriptive qualitative correlational nature, an instrument of ITPA-3 psycholinguistic skills was used. RESULTS: The study of the population shows the students of the public educational institution are observed randomly distributed around the significant categories (semantic, phonetic, morphosyntactic oral language). ANALYSIS AND DISCUSSION The increase of the lexicon during the school stage not only It involves an expansion of the vocabulary or a large increase in storage of words from school requirements, but is based on the restructuring of the formal and conceptual system of the language and social meanings shared in different contextual frameworks. Regarding the meaning of the word, it is stated that one of its mechanisms are the semantic features, which are part of the reference of the characteristics that define the word and provide the individual's access to alternative meanings and an extensive lexicon. CONCLUSIONS: There is no difference between the border and cross-border population in relation to oral language and its components that may affect the learning of school children.