Wayuu Students' Perceptions of Their Communication Skills

Abstract

This study analyzes Wayuu students´ perceptions of their own communicative competencies. A mixed-methods research design was employed with 40 first-semester students enrolled in the Ethnoeducation program at the University of La Guajira. Participants met the following inclusion criteria: self-identification as Wayuu and native proficiency in Wayuunaiki with Spanish as a second language. Data collection methods included questionnaires and semi-structured interviews. Findings reveal that Wayuu students encounter multiple linguistic and cultural barriers that significantly affect their Spanish oral and written production and comprehension. Key factors impacting academic performance include linguistic interference, insufficient teacher training in intercultural education, limited access to culturally appropriate materials, and the influence of Wayuu oral traditions. Addressing these challenges requires implementing pedagogical strategies that acknowledge and value Wayuu students' bilingualism and cultural heritage while promoting a more inclusive and responsive educational approach. Additionally, the study identifies a systemic relationship between listening comprehension, vocabulary, and grammatical structures with reading comprehension, as well as oral and written production, which serves as a foundational linguistic competency for Spanish language acquisition.