Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín
{"title":"西班牙语作为第二语言在土著学校中的衔接","authors":"Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín","doi":"10.19053/2011835x.10398","DOIUrl":null,"url":null,"abstract":"This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cohesion in Spanish as a Second Language in an Indigenous School\",\"authors\":\"Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín\",\"doi\":\"10.19053/2011835x.10398\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.\",\"PeriodicalId\":11697,\"journal\":{\"name\":\"Enletawa Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Enletawa Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.19053/2011835x.10398\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Enletawa Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19053/2011835x.10398","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Cohesion in Spanish as a Second Language in an Indigenous School
This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.