Ngā hua rapu - "Spanish"

Linguistic Turn to peace mā Rojas Torres, Olga Yolanda

Ngā marau: “…Spanish…”
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Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching mā Ramírez, Jaime Andrés, González Mendoza, Yuly Andrea

“…GT is based on the reading to learn methodology, but it extends it from a multilingual perspective, as monolingual (Spanish, then English) and bilingual (English and Spanish simultaneously) cycles to work with model texts belonging to different discursive genres, which, in turn, serve as the main input for generating shared meaning among the students. …”
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Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes mā Arenas López, Andres

“…The integration of elements intrinsic to this indigenous group contributes to strengthening identity, facilitates the preservation of their native language, reinforces the learning of Spanish as a second language, and fosters empathy with the teacher. …”
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Scenes of learning’s aesthetics experience mā Rubio Pardo, Luis Alfonso

“…The present article intents to describe and examine some school experiences lived during the execution of a work that suggests the link of music and literatura as an essential element to the teaching of the Spanish Language. The aim is  to create a space to the emergence of an aesthetic experience that bring together the student, the teacher in an educational process evermore significant and coprehensive.…”
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Successful learning and experiences of the associative movement with people in social exclusion situation during confinement in Spain mā Illanes Segura, Rocío

“…Its goal was to know the reaction of this entities and their response to alleviate the uncertainty suffered by the people assisted since the beginning of the confinement until the gradual laxity of restrictions, after the declaration of the state of alarm by the Spanish government. Among the results, we highlight the creativity and resilience of the associations to carry on with the day-to-day work facing new challenges such as the digital divide and the closure of the primary care services. …”
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