Propose
The purpose of this project is to provide a comprehensive insight into how innovative approaches in teaching and learning can empower bilingual students and prepare them for success in an increasingly diverse and globalized world. Through the exploration of innovative pedagogical strategies and blended learning, we aim to highlight the unique opportunities these approaches offer to enhance the educational experience of bilingual students. Our goal is not only to analyze these approaches but also to provide practical tools and resources to support the teaching and learning of bilingual students in diverse educational settings. Ultimately, we aspire to foster greater awareness of the importance of bilingual education and to promote inclusive educational practices that benefit all students on their path to academic and professional success.
Connection to Innovation Plan
The pilot project "Blended Learning for Spanish Bilingual Students" aims to address the language barriers faced by bilingual students by implementing blended learning models. By combining face-to-face education with technological resources, a personalized learning experience is created that caters to the individual needs of students. This flexible approach allows students to control their learning process, select technological tools and online resources, and receive individualized support. By structuring the classroom with diverse forms of assessment and learning zones, English language skills are reinforced, and academic success for bilingual students is promoted. Support is sought for this innovative project that seeks to harness the potential of students through effective use of technology and pedagogical methodologies tailored to their individual needs.
REFERENCE
Selwyn, Neil. Education and Technology: Key Issues and Debates. Continuum International Pub. Group,2011.
Prena, J. (2009). Apostasimerini (Coleoptera: Curculionidae: Baridinae). Rectification of Authorship, Year of Publication, Rank, and Taxa Included. The Coleopterists Bulletin, 63(1), 33–34.
https://www.atlantis-press.com/proceedings/icem-18/55914672