La inclusión en la enseñanza de lenguas en Colombia: una revisión de literatura
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La inclusión en el aula es crucial para los educadores, quienes deben asegurar la igualdad de oportunidades para todos los estudiantes. Investigaciones previas en Colombia han explorado aspectos específicos de la inclusión, pero se necesita una visión más amplia. Este artículo aborda esta brecha informando los hallazgos de un análisis de treinta y tres artículos de ocho revistas colombianas entre 2000 y 2024 sobre las cuestiones de inclusión y el uso de la enseñanza diferenciada en el aula de lenguas extranjeras. Este estudio tiene como objetivo identificar los tipos de inclusión comúnmente abordados, las principales estrategias pedagógicas utilizadas, el posible uso de prácticas de instrucción diferenciada y las dificultades reportadas. El aporte del presente trabajo radica en las sugerencias de prácticas inclusivas en el aula de idiomas así como la identificación de vacíos para futuras investigaciones.
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Aceptado 2024-12-19
Publicado 2024-02-13
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