Educar lo Metafectivo: Las Emociones como Guía en el Aprendizaje para Escuchar el Mundo que Veo
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In the last years, teaching written Spanish as a second language to deaf students has become important for education because of the processes of inclusion and bilingualism generated from integration policies in 1997. This guarantees the right to education of hundreds of people on disability conditions. These policies cause the necessity to define new pedagogical approaches and an understanding of Deaf community learning processes. Thus, bearing in mind the importance for Deaf students to learn a language into a social and academic development, this research was developed in a public inclusive school in the south of Bogota. The approach was a case study applied with 10 Deaf students of third, fourth and fifth grade who work the Spanish area in multigrade classrooms. The objective is not only to teach Spanish but also to develop personal habits and emotional habits while learning the second language. The implementation was carried out in the period 2015-I. Metacognitive strategies and socio-affective strategies were implemented through different activities which focused mainly on the enhancement of autonomy, problem solving and interaction. Field notes, journals, monitoring formats by student and questionnaires were applied in each class to measure metacognitive strategies. The results about the enhancement of social competences were positive, especially the development of autonomy, which significantly influenced the use of metacognitive strategies.