Background:

Cuban higher education prioritizes the development of mother tongue among students. Sometimes cognitive deficiencies and lack of language skills can be perceived in expressing themselves.

Objective:

to explain teaching and research experiences linked to the development of mother tongue, based on the "Ortografía Gramática" for third year students studying Bachelor's Degree in Nutrition.

Methods:

a qualitative study was carried out in the Tecnology and Nursing Faculty at the University of Medical Sciences of Villa Clara, from September to November 2019. In the same way that pedagogical methods and procedures were used in the program delivery, theoretical methods were also used: analysis-synthesis and induction-deduction methods to collect, process and analyze the information. Documentary review - a basic empirical method - speech analysis and the mathematical method favoured we draw valid conclusions.

Results:

diagnostic tests resulted in searching for the cognitive state and students' orthographic, grammatical and writing skills taking as reference papers written by them; the program was taught by using exploratory techniques that became into positive experiences since the final results proved its successful application even though the program was taught in a very short time.

Conclusions:

pedagogical experience brought students to consciously engage in a process through which they could systematize the almost lost mother tongue skills, and they learned and consolidated content using an updated and appropriate bibliography according to their shortcomings and the program needs.

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