A language and reading intervention programme for Chile, piloted in the Robinson Crusoe population.

罗宾逊克鲁索岛是一个位于智利以西667公里的偏远岛屿。它是胡安·费尔南德斯群岛的一部分，其中有三个岛屿，但这是唯一有人居住的岛屿。前往罗宾逊克鲁索岛是困难的，有飞机在夏季访问，但在冬季只有一个月的船服务于岛（如果可能的话）。这意味着岛民在地理和文化上与大陆非常隔离，尽管他们是智利人。该岛目前人口约800人。这些人中的大多数是在世纪后期建立该岛的家庭的后裔，大多数人以捕捞龙虾为生。所有人都住在同一个城镇，所有儿童都在同一所学校上学，虽然学校采用大陆的课程，但教师通常来自大陆，任期2-3年，因此不一定融入岛屿文化，教学工具也不一定适合岛民及其生活方式。该岛与世隔绝意味着，如果儿童希望继续接受高等教育，他们必须在很小的时候就搬到大陆。到大陆旅行对于医疗和牙科治疗也是必不可少的，这意味着孩子们可能会错过很多学校。这些因素可能成为高质量教育的障碍，并反映了智利和世界各地许多孤立和土著社区所面临的挑战，罗宾逊克鲁索人在教育机会方面的脆弱性进一步增加了语言和学习障碍的高发病率，这与较低的教育程度和就业机会有关。此外，海啸最近袭击了该岛，摧毁了包括学校在内的现有市政设施。现在的课程是在一个集装箱里进行的，几乎没有空间进行个人辅导或安静的课程。在英国，研究表明，学校额外的课程可以帮助弱势群体。语音训练、字母知识训练和阅读训练为语言障碍儿童提供了最佳的长期教育优势。坚实的语言基础反过来又能促进识字和算术技能的发展，并为课堂学习提供更广泛的框架。我们想在罗宾逊克鲁索岛上试验这种方案，看看这种干预措施是否对孤立的智利人口也有好处。这是测试该系统的理想人群，因为他们有许多挑战教育进展的复杂因素。如果干预措施在这里奏效，我们愿建议将该方案扩大到智利其他孤立的土著和农村人口。我们将与智利大学的言语和语言专家合作，他们与岛民有联系，并与牛津大学的专家合作，他们在英国和巴西设计和试验了干预措施。我们将与当地专业人员合作，为该计划提供培训和支持，跨越国际边界转让技能，并在智利建立研究能力。我们希望，从这个项目中吸取的经验教训可以推广到大陆和大陆以外的土著和大陆居民，使智利能够在对抗教育不平等方面发挥领导作用。

The Robinson Crusoe Island is a remote island situated 667km west of Chile. It forms part of the Juan Fernández archipelago in which there are three Islands but this is the only inhabited one. Access to the Robinson Crusoe Island is difficult, there is aeroplane access in the summer but in the winter there is only a monthly ship which serves the island (if possible). This means that the Islanders are very isolated, both geographically and culturally from the mainland, even though they are Chilean. The current population of the Island is approximately 800 people. The majority of these people are descendants of the families that founded the Island in the late 19th century and most people earn a living from lobster fishing. All people live in a single town and all children attend a single school.Although the school follows the curriculum of the mainland, the teachers usually come from the mainland on a 2-3 year post and so are not necessarily integrated into island culture and the teaching tools are not always modified to the Islanders and their way of life. The isolation of the island means that children have to move to the mainland at a young age if they wish to continue their studies into higher education. Travel to the mainland is also essential for medical and dental treatment meaning that children can miss a lot of school. These factors can act as a barrier to a high quality education and reflect the challenges faced by many isolated and indigenous communities through Chile and the world.The vulnerability of the Robinson Crusoe population, in terms of educational opportunities, is further increased by a high incidence of language and learning disorders, which are associated with lower educational attainment and employment opportunities. In addition, a tsunami recently struck the island wiping out existing municipal facilities including the school. Classes now take place in a shipping container with little space for individual tutoring or quiet lessons. In the UK, studies have shown that vulnerable populations can be helped by extra lessons at school. Training in speech-sounds, letter knowledge and reading provide the best long-term educational advantages for children with language difficulties. Strong language foundations, in turn, bolster literacy development and numeracy skills and provide a wider framework for classroom learning. We would like to pilot this kind of scheme on the Robinson Crusoe Island to see if such interventions are also advantageous in isolated Chilean populations. This is an ideal population to test out the system because they have many complicating factors that challenge educational progression. If the interventions work here, we would like to make recommendations to extend the programme to other isolated, indigenous and rural populations in Chile. We will work with speech and language experts at the University of Chile, who have existing contacts with the Islanders and with specialists at the University of Oxford who have designed and trialed interventions in the UK andBrazil. We will work with local professionals to provide training and support of the programme transferring skills across international boundaries and building research capacities in Chile. We hope that the lessons learned from this project can be extended to indigenous and continental populations on the mainland and beyond, allowing Chile to take a leadership role in the confrontation of educational inequalities.