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a r t í c u l o
S u r t g o a s e w ñ p h n v j v r h j e i u t d .
s o n f t i e r i a q u g d s p k g a o f d q ze r u x v f s l j g i u a p e
j i u r p pl s i i x s dw w w .
l i n r e d .
c o m s o u s f h a i o u P á g i n a 1
I .
S .
S .
N .
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a r t í c u l o
S u r t g o a s e w ñ p h n v j v r h j e i u t d .
s o n f t i e r i a q u g d s p k g a o f d q ze r u x v f s l j g i u a p e
j i u r p pl s i i x s dw w w .
l i n r e d .
c o m s o u s f h a i o u P á g i n a 1
I .
S .
S .
N .
1 6 9 7 - 0 7 8 0 k f s u v n ñ i a z q e o q
Programas y modelos de trabajo con niños y jóvenes inmigrantes en la
enseñanza de español El2
Programmes and working models with children and young immigrants in the
learning of Spanish as a second language
Abstract
The role of the school in the social incorporation of
the inmigrant child and his personal development is
fundamental.
The school must facilitate his access to
society, his knowledge of the language, his
relationship among equals, his educational
promotion.
etc.
The different Autonomous
Communities have designed attention programs for
this pupils, with names such as Reception
Classrooms, Linguistic Adaptation Temporal
Classrooms, Linguistic Transition Classrooms, Link
Classr
Less