<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962024000200008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Atención a educandos con dificultades en el aprendizaje. Programa para profesores de inglés en formación]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atendimento a alunos com dificuldades de aprendizagem. Programa para professores de inglês em formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Attention to students with learning difficulties. A Program for English language teachers' trainees]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Zúñiga]]></surname>
<given-names><![CDATA[Marcel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Pedagógicas "Enrique José Varona" Facultad de Educación Infantil ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962024000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962024000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962024000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La atención a educandos con dificultades en el aprendizaje que estudian inglés, exige de un profesor de lengua extranjera entendido en recursos y apoyos necesarios. El objetivo del estudio fue evaluar el efecto de la aplicación de un programa de asignatura en el currículo propio de la carrera Licenciatura en Educación Lenguas Extranjeras, Inglés, en el proceso de formación de pregrado de estos profesores para la atención a educandos primarios con dificultades en el aprendizaje que estudian inglés. Se empleó una investigación de enfoque mixto, de tipo experimental, a partir del paradigma emergente dialéctico-materialista. El programa de asignatura de 22 horas clases se impartió en modalidad presencial. Se utilizó una muestra intencional no probabilística, integrada por 31 estudiantes a los que se les aplicó el programa, 8 profesores y 7 directivos. Los datos se recopilaron mediante entrevistas y encuestas pre-test y post-test, procesadas mediante la triangulación metodológica de fuentes. La aplicación de la prueba t-Student arrojó diferencias estadísticamente significativas en la muestra después de aplicado el programa (Zp=18,0545 e" Z=2.457), lo cual demostró su efectividad. Los hallazgos revelan que la adecuada formación de pregrado proveída al profesor de inglés tiene relación con el aumento de conocimientos, habilidades y actitudes positivas hacia la atención a estos educandos. Se concluye que el diseño de programas de asignaturas futuras para el pregrado de estos profesionales debe potenciar el aprovechamiento de los componentes académico, laboral e investigativo con estos fines.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O atendimento a alunos com dificuldades de aprendizagem que estudam inglês requer um professor de língua estrangeira com conhecimento dos recursos e suportes necessários. O objetivo deste estudo é avaliar o efeito da aplicação de um programa de disciplina no currículo do Curso de Bacharelado em Línguas Estrangeiras, Inglês, no processo de formação inicial desses professores para atender alunos do ensino fundamental com dificuldades. quem estuda ingles Foi utilizada uma investigação de abordagem mista, de tipo experimental, baseada no emergente paradigma dialético-materialista. O programa de curso de 22 horas foi ministrado de forma presencial. Foi utilizada uma amostra intencional não probabilística, composta por 31 alunos aos quais o programa foi aplicado, 8 professores e 7 administradores. Os dados foram coletados por meio de entrevistas e levantamentos pré-teste e pós-teste, tratados por triangulação metodológica de fontes. A aplicação do teste t-Student apresentou diferenças estatisticamente significativas na amostra após a aplicação do programa (Zp=18,0545 e" Z=2,457), o que demonstrou sua eficácia. Os achados revelam que uma formação adequada em nível superior oferecida aos professores de inglês está relacionada a um maior conhecimento, habilidades e atitudes positivas em relação ao atendimento desses alunos. Conclui-se que o desenho de futuros programas de disciplinas para a formação desses profissionais deve promover o uso de componentes acadêmicos, trabalhistas e de pesquisa para esses fins.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Attention to students with learning difficulties who study English requires a foreign language teacher prepared with necessary resources and support. The aim of this study was to evaluate the effect of the application of a subject program in the curriculum of the Bachelor of Education in Foreign Languages, English, in the undergraduate training process of these teachers for the attention of primary pupils with Learning Difficulties who study English. A mixed, experimental type of design was used, from the emerging dialectical-materialist paradigm. The subject program of 22 class hours was taught in face-to-face mode. A non-probabilistic intentional sample was used, made up of 31 pupils to whom the program was applied, 8 teachers and 7 directives. The data was collected through pre-test and post-test interviews and surveys, processed through the methodological triangulation. The application of the t-Student test showed statistically significant differences in the sample after applying the program (Zp=18.0545 e" Z=2.457), which demonstrated its effectiveness. The findings reveal the adequate undergraduate training provided to the English teacher is related to the increase of knowledge, skills and positive attitudes towards the attention of these pupils. It is concluded that the design of future subject programs for the undergraduate training of these professionals should promote the use of the academic, labor and research components for these purposes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[dificultades en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[formación de pregrado]]></kwd>
<kwd lng="pt"><![CDATA[dificuldades de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[línguas estrangeiras]]></kwd>
<kwd lng="pt"><![CDATA[profesores]]></kwd>
<kwd lng="pt"><![CDATA[graduação]]></kwd>
<kwd lng="en"><![CDATA[learning difficulties]]></kwd>
<kwd lng="en"><![CDATA[foreign languages]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[undergraduate training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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