西班牙语作为第二语言在土著学校中的衔接

Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín
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摘要

本质性行动研究分析任务型学习(TBL)在哥伦比亚Puerto Gaitán Sikuani原住民学校五年级学生以西班牙语为第二语言(SSL)写作过程中的效果。在整个课程中,任务包括不同的材料和游戏,例如语言轮盘赌,以帮助学生在用西班牙语作为第二语言写作时培养凝聚力。用于收集数据的工具是学生的人工制品(叙事文本),实地笔记和半结构化访谈。结果表明,实施后,学生能够准确地按照西班牙语语法使用冠词、名词、动词变化等词类写出短句。
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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.
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