PERSONALIZATION FOR LEARNING SPANISH AS A FOREIGN LANGUAGE
DOI:
https://doi.org/10.55877/cc.vol29.646Keywords:
personalization in education, self-regulation, personalization strategies, language learning, Spanish as a foreign languageAbstract
Personalization in education is emerging as a fundamental strategy for the teaching and learning of foreign languages, as it enables the educational process to be adapted to the individual characteristics, interests, and needs of students, thereby increasing their motivation and promoting more effective language acquisition. This article examines the concept of personalization in the educational field, with a particular focus on its application to the learning of Spanish as a foreign language. Through a theoretical and conceptual analysis, it explores the various perspectives that shape this notion, as well as its evolution in contemporary pedagogical discourse. The study emphasizes the importance of recognizing the learner as an active agent in the learning process, highlighting the roles of self-regulation, agency, and metacognition. In addition, it presents several personalization strategies applicable to the learning of Spanish, aiming to foster more meaningful, autonomous, and contextualized learning experiences. The article concludes that genuine educational personalization requires both the development of learner competencies and intentional, flexible, and reflective teacher mediation.
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