Abstract
A mindful teaching strategy helped improve the language and writing skills of students in a public secondary school in a rural province of Argentina. The authors share how they brought about this development.
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Notes on contributors
Florencia B. Santucho
Florencia B. Santucho is a research scholar and student at the Universidad Nacional del Litoral in Santa Fe, Argentina, and a Spanish Language secondary teacher. Her areas of interest are language acquisition, linguistics, Latin, and Greek. Email: [email protected]
Andrea Arce-Trigatti
Andrea Arce‐Trigatti is an interdisciplinary researcher interested in diversity, equity, cultural studies, and social justice issues in education. She is a founding member of the Renaissance Foundry Research Group and co‐advisor to KDP's Eta Nu Chapter at Tennessee Tech University. Email: [email protected]