Project-Based Pedagogy for Classrooms: an Alternative for Teaching Written Spanish to First-Cycle Children

Lyda Solange Prieto Soriano About the author


In this paper the analysis of the educational intervention carried out in deaf students from cycle 1 of the Federico García Lorca School, governmental Educational Institution of the city of Bogotá is presented. The intervention proposal arose from the need to document the work done with the student with hearing loss in the teaching of Spanish as a second language, because the country has no research to account for this process. This document is not intended as a recipe of how to start the process of reading and writing in Spanish in deaf children; on the contrary, it presents some teaching suggestions that may be useful for teachers who venture into this arduous work.

Education; Deaf; Pedagogy; Second Language; First Language

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