Publicación:

Learning styles in inclusive english: una propuesta para el desarrollo del vocabulario en inglés en el marco de la educación inclusiva

Resumen

The objective of this interpretative research was to identify the different learning styles on sixth grade students between ages of ten and thirteen years of the I.E. La Merced from Mosquera town, in order to design a pedagogic proposal to strengthen the English vocabulary acquisition in inclusive education by students suffering from cognitive impairment, thereby contributing to guarantee their right to education in conditions of quality, fairness and equality. The sample was carried out to 23 students of 609 grade from the school and 13 teachers of the English area of several school as La Merced and some from other public schools. Several instruments were implemented: the test of learning styles by Kolb and the test for evaluation of learning, a semi-structured interview that has 12 multiple-choice questions, these instruments were applied to students. Another instrument was a survey taken by English teachers in order to know their perspectives and points of views on teaching English in the framework of inclusive education but also the strategies they use or have used for the acquisition of foreign language vocabulary. The result of the research recognizes the Assimilator Style as the most significant learning technique and the Divergent style as the least prominent. On the other hand, we found that the most used strategies by teachers were fun and dynamic, with ICT (Information and Communications Technologies) as multimedia aids, and concrete material.