Vulnerability and exclusion in schools, making its way through teaching English as a foreign language
Uloženo v:
| Autoři: | , |
|---|---|
| Médium: | artículo original |
| Stav: | Versión publicada |
| Datum vydání: | 2021 |
| Popis: | 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. |
| Země: | Portal de Revistas UCR |
| Instituce: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Jazyk: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/47176 |
| On-line přístup: | https://revistas.ucr.ac.cr/index.php/estudios/article/view/47176 |
| Klíčové slovo: | Vulnerability; Exclusion; Inclusion; Educative center; School organizatio; English; Foreign language Vulnerabilidad; exclusión; inclusión; centros educativos; organización escolar; inglés; lengua extranjera |