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:

https://doi.org/10.19053/2011835X.10398

Keywords:

Spanish as a second language, L2 literacies in indigenous communities, written cohesion in Spanish, Task Based Learning (TBL)

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.

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Published

2019-07-01

How to Cite

Amaya Pérez, L. K., Fonseca Parra, M. S., & Pineda Guarín, J. E. (2019). Cohesion in Spanish as a Second Language in an Indigenous School. Enletawa Journal, 12(1), 14–38. https://doi.org/10.19053/2011835X.10398

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Section

Research Reports

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