Didactic resource for systematizing the english language in the careers Special Education and Logopedia

Authors

  • Gloria Guerra-Mercado Universidad de Oriente
  • Maiza Manzo-Aguirre Universidad de Oriente
  • Lionel Infante-Guerra Universidad de Oriente

Keywords:

didactic resource, English, Special Education, Logopedia

Abstract

The work offers the basis of an educational material mediator in the learning of the English Language, directed to train the students of the careers Special Education and Logopedia in the use of texts written in English which contents are related to students having educational special necessities. It allows to systematize the curricular strategy of the English Language, by means of the profesionalization of the contents of the specialty and similar branches and to develop academic and professional abilities: reading, understanding, translation and writing. It is structured in topics of each educational special necessity, with adapted fragments of texts or of bibliographical sources that are indexed, supplemented with studies of case which objective goes to extract information of the texts, to complete the work leaves and to carry out the summary in Spanish of the same ones. The biographies of personalities linked to the Special Education have been chosen in narrow relationship with the profiles of the careers, looking for establishing an interdisciplinary appropriate bond and a meaninful learning. It also includes a glossary of terms of general and universal interest common to the careers and sciences of the formation profile.

References

1. Areizaga, E. (2001). Cultura para la formación de competencia comunicativa intercultural: el enfoque formativo. Revista de Psicodidáctica. (11-12), 157-170. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/322/319

2. Bernice, W. C.; Ginglend, R. D. (1961). Play Activities for the Retarded Child. Nashville: Abingdon Press-New York.

3. Cervantes, G. (2009). Enfoque de Tareas. Recuperado de http://cvc.cervantes.es/ensenanza/biblioteca- ele/diccioele/diccionario/enfoque tareas.htm

4. Chomsky, N. (1965). Aspects of Theory of Syntax. Cambridge: MIT Press.

5. Consejo de Europa. (2001). Learning, Teaching, Assessment. A Common European Framework of Reference. Cambridge: Cambridge University Press.

6. Forgas B., J. A. (2003). Las competencias. Santiago de Cuba: Universidad de Ciencias Pedagógicas Frank País García.

7. Mattiaudau L., M. (2011). Enseñar a comunicarse en una lengua extranjera. El transcurso de los métodos. Recuperado de http://www.univag.com.br/adm_univag/

8. Ministerio de Educación Superior. (2010). Programa de la disciplina Práctica Integral de la Lengua Inglesa para las carreras Especial y Logopedia. La Habana: Ministerio de Educación Superior.

9. Ortiz T., E. (2005). Concepciones Teóricas y Metodológicas sobre el Aprendizaje. Holguín: Universidad de Ciencias Pedagógicas José de la Luz y Caballero.

10. Rodríguez, J. F. et al. (2010). La competencia comunicativa profesional pedagógica: Una aproximación al estudio de su definición. Recuperado de http://www.monografias.com/trabajos12/compcomu/

11. Roméu E., A. (2008). El enfoque cognitivo, comunicativo y sociocultural en la enseñanza de la lengua y la literatura. La Habana: Editorial Pueblo y Educación.

Downloads

Published

2019-01-28

How to Cite

, , & . (2019). Didactic resource for systematizing the english language in the careers Special Education and Logopedia. Maestro Y Sociedad, 16(1), 37–47. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/4808

Issue

Vol. 16 No. 1 (2019)

Section

Artículos

License

This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. 

Most read articles by the same author(s)