Using Mindfulness to Teach Spanish Grammar in Rural Argentina

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.

Key words::

• Argentina
• equity
• mindful teaching
• schemata
• Spanish

Additional information

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]