Licenciatura en Bilingüismo con Énfasis en Inglés · 2026
Pedagogical practices for teaching English to autisti students: a case study of a student teacher in the LBI program
This paper reports a qualitative case study on inclusive pedagogical practices in English language teaching. The study explores how a ninth-semester student-teacher from a Colombian bilingual education program perceives and adapts instructional strategies when teaching English to students diagnosed with Autism Spectrum Disorder (ASD). Data are collected through classroom observations, semi-structured interviews, and the analysis of teaching artifacts such as lesson plans and instructional materials. The findings reveal the student-teacher's inclusive teaching approaches, the challenges perceived, and the relationship between planned and implemented strategies.
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Contenido
- Abstractp. 2
- Introductionp. 9
- Justificationp. 11
- Research Questionp. 14
- General Objectivep. 15
- Specific Objectivesp. 15
- Theoretical Frameworkp. 16
- Conceptual Frameworkp. 16
- Special Educational Needsp. 16
- Inclusive educationp. 22
- Teacher Trainingp. 24
- English Language Learningp. 25
- Literature Reviewp. 27
- Methodologyp. 33
- Type and Design of Studyp. 33
- Context and Settingp. 34
- Participantsp. 35
- Sampling and Participant Selection Criteriap. 35
- Data Collection Methods and Instrumentsp. 37
- Researchers’ Rolesp. 39
- Ethical Considerationsp. 41
- Data Analysis Descriptionp. 41
- Findingsp. 43
- Category 1. Intuitive Rather than Intentional Inclusive Practicesp. 43
- During the Practicump. 49
- Conclusionsp. 61
- Limitationsp. 63
- Pedagogical Implicationsp. 64
- Referencesp. 66
- Appendicesp. 75
- Appendix Ap. 75
- Appendix Bp. 79
- Appendix Cp. 85