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Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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Abstract:
La pandemia de la COVID-19 ha agravado la equidad en el acceso a la tecnología de muchos estudiantes. Como consecuencia, ha habido un gran ausentismo estudiantil y el concepto de comunidad en el aula se ha visto menoscabado. De ahí que la interacción en la adquisición de lenguas en general y, concretamente, del español como lengua extranjera se haya reducido drásticamente pese a ser uno de los elementos clave en esta disciplina. Por ello, se presentan estrategias que favorecen la propincuidad digital para crear comunidades de aprendizaje vivas y cambiantes y, a su vez, fomentar paralelamente la independencia cognitiva y la interdependencia social desde el modelo de "Comunidad de indagación". ; The COVID-19 pandemic has accentuated a lack of access to technology among many students. This has been one of the main reasons for student absenteeism, which in turn has diminished the sense of community in the classroom. Consequently, interaction in language acquisition, specifically Spanish as a foreign language, has grown smaller, despite it being one of the key elements within this discipline. In order to facilitate access to digital learning, strategies that enhance digital propinquity so that active, reactive and evolving communities are presented in this study. This, in turn, not only boosts cognitive independence but it also generates social interdependence from the "Community of Inquiry" perspective.
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Keyword:
Aula invertida; Brecha digital; Community of inquire; Comunidad de indagación; Digital divide; Digital propinquity; Español como lengua extranjera; Flipped classroom; Interacción; Interaction; Propincuidad digital; Spanish as a foreign language
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URL: https://ddd.uab.cat/record/250187
https://doi.org/10.5565/rev/doblele.94
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| 2 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Performance for introverts?: Discourse evidence for students' collaborative shaping of social space
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Weber, Silja. - : Department of German, University College Cork, 2019
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An exploration into the play pedagogical practices of an infant teacher: A case study.
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An exploration into the play pedagogical practices of an infant teacher: A case study.
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| 6 |
The Interactional Production of Race and Religious Identity in an Urban Catholic School
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In: Journal of Catholic Education (2017)
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A Distance Education Classroom Designed to Facilitate Synchronous Learner and Instructor Interactions
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In: Educational Administration: Theses, Dissertations, and Student Research (2013)
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La photographie, un outil pour communiquer en classe de langue
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In: ISSN: 2257-5405 ; EISSN: 2119-5242 ; Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01430658 ; Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Association des Professeurs de Langues des IUT (APLIUT), 2012, Image et enseignement/apprentissage des langues : le cas du secteur LANSAD, XXXI (1), pp. 10-27 ; http://apliut.revues.org/2224 (2012)
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Interaction and language development of ELL students in mainstream classrooms
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2010)
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The Potential for Critical Social Inquiry Through Environmental Education in the Philippines
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In: Master's Capstone Projects (1995)
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