Teaching practices of Spanish as a second language in the private school of Charlotte Christian, North Carolina - USA
DOI:
https://doi.org/10.30827/portalin.viXI.30306Keywords:
Teaching Spanish as a second language, Learning, Play-Based learning, Participatory Action, Teaching PracticesAbstract
This article presents the results of an investigation that proposed to transform the practices of teaching Spanish as a second language, basic level, in the private school of Charlotte Christian; in Charlotte, North Carolina through the implementation of didactic strategies with a playful approach. For this, a qualitative methodology was used, with a Participatory Action Research (IAP) design. The data search was carried out with the TELL Project instrument. The participants were teachers who are in charge of Spanish courses as a second language in this school. Among the most relevant results, it stands out that the learning objectives of the lessons are rarely communicated so that students understand what they will learn and can play an active role in the construction of their learning, added to this, given the passive and receptive attitude of the students, a teacher-centered pedagogical practice is configured with few real communication scenarios that imply the use of the Spanish language. The foregoing demands a process of reconstruction of teaching practices that starts from reflection, contextualization and playfulness, as proposed in the present investigation.
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