Adquisición bilingüe del discurso narrativo. El caso de estudiantes chinos que aprenden español

Abstract

In this article we focus on the treatment of narrative discourse for the reason that this is the instrument that has allowed us to locate the student in time and space for the production of his ideas by writing. Therefore, our main aim is to determine the type of bilingualism that characterizes Students who are learning Spanish at CEPE at level 2 and 3. The work methodology that we have used is the errors analysis with a longitudinal approach that has allowed us to establish that Chinese students attending CEPE, at the initial levels, they present both a subtractive bilingualism marked by interlingual and intralingual errors and, at the intermediate level, a coordinated bilingualism represented by intralingual errors.