Vulnerability and exclusion in schools, making its way through teaching English as a foreign language
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| Autores: | , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | The following study aims to explore the existing relationships, based on previous research, of vulnerability and inclusion in schools and the teaching of English as a foreign language. This responds to today's cross-cutting work of one of the most pressing educational problems. The method of achieving the objective will be a review approach, qualitative cutting where an inductive con-tent analysis is performed. As the main results we note that teaching English as a foreign language is work for educational inclusion from three perspectives: an intercultural one, where support is provided to students with educational support needs by school condition or history; another that facilitates the inclusion from information and communication technologies; a final part in students with specific educational support needs. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/47176 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/estudios/article/view/47176 |
| Palabra clave: | Vulnerability; Exclusion; Inclusion; Educative center; School organizatio; English; Foreign language Vulnerabilidad; exclusión; inclusión; centros educativos; organización escolar; inglés; lengua extranjera |