Teaching sequence for the inclusion of diversity in the area of language and literature in the second year

Abstract

This research, titled "Teaching Sequence for the Inclusion of Diversity in Second-Year Language and Literature," arose from the need to improve student participation and academic performance in a diverse school setting, where limitations are evident in the personalization of teaching and the use of inclusive strategies. The central objective was to design a teaching sequence that responded to the children's characteristics, rhythms, and learning styles, integrating adapted resources and activities. A mixed approach was used, utilizing theoretical, empirical, and statistical methods; interviews, observations, and document reviews were used to diagnose educational needs and evaluate teaching practices. The results showed progress in the cognitive and communicative dimensions, with high participation in reading, dramatization, and the use of alternative means of expression; however, weaknesses were identified in the personalized curricular adaptations and interdisciplinary integration. The developed proposal incorporated diverse materials, culturally relevant content, and differentiated activities, generating improvements in students' motivation and sense of belonging. It is concluded that inclusive teaching planning, based on principles of equity and diversity, is key to transforming the classroom into a meaningful learning space for all.