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1. It might benefit in the context if the interest is enjoying the knowledge through easy activities that are qualified with high notes. And later, step by step, increase the dificulty.

*2. Personally, as I said in the previous point, I like start since the easier knowledge. In my explanations don't teach commlement in simole oresebt or simple past: Only subject or pronoun and the verb, and evaluate since this elementality with the interest of motivate the students dont like the english.
*3.* How can the Language awareness approach improve critical reading awareness on your students?
In my english class I like, every week, read a tale in spanish trying to improve the enjoying reading as a first step to the critical reading: the enjoyment reading attracts the critical reading, it doesn't matter if it's in spanish. Later, we will use texts in english.

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I think students should be exposed to the knowledge of the language and how it works

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I think students should be exposed to the knowledge of the language and how it works

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1. So, intentionally applying strategies that help students in the four skills within each discipline, taking into account their needs and context, attending to the diversity present in the classroom.

2. The teaching of structure is a fundamental part of the teaching learning processes of a language because it constitutes the basis for effective, coherent and appropiate communication, as well as identification in contexts.

3. I think that applying strategies that guide us towards onjectives so that students are more active, analytical and reflective when they perform critical reading, relating what they read to their reality, reaching the point of analysing problems and proposing solutions.

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1. Se beneficiarian en gran medida, ya que estarían enfocados en una sola cosa, tendrían tiempo suficiente para la comprensión y apropiación del tema hasta el punto de asimilar el nuevo aprendizaje que se convierta en algo mecánico.

2. Es fundamental que aprendan estructuras para entender como funciona la lengua, esto se hace necesario ya que no hemos tenido la oportunidad de aprender por inmersión.

3. Ayuda a tener una apertura con el idioma, a realizar procesos que antes no eran permitidos como usar la lengua nativa para comprender elementos de la segunda lengua.

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1-En manejo acertivo de sus cuatro habilidades comunicativas, generando espacios para la reflexión y el conocimiento.

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1-En manejo acertivo de sus cuatro habilidades comunicativas, generando espacios para la reflexión y el conocimiento.

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La apropiación de su parte sociocultural y pleno conocimiento de su contexto.

2-Que se genere en estudiantes, docentes y comunidad educativa en general la necesidad de aprender una segunda lengua como interacción entre la cultura, el ser, el aprender, buscando medios prácticos y didácticos para el aprendizaje.

3 – mediante el análisis del lenguaje, reconocimiento de estructuras discursivas, identificación de tonos y matices, desarrollo de habilidades críticas.

El enfoque de conciencia lingüística puede mejorar significativamente la conciencia de la lectura crítica en los estudiantes  al ayudarles a entender, cómo funciona el lenguaje y como se utiliza para comunicar significados y propósitos específicos.

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1. In my context, where students often learn English as a foreign language in a classroom-based setting with limited exposure to real-world use and a lack of resources, learners could greatly benefit from a Language Awareness Approach particularly in reading comprehension and writing. This approach encourages learners to notice patterns, reflect on language use, and understand how language constructs meaning. I mean, students can explore how persuasive language is used in advertisements or how tone and modality shape the author's intent in opinion articles. This metalinguistic awareness fosters autonomy and critical thinking, skills that are often underdeveloped in traditional, grammar-heavy instruction. However, without proper scaffolding, some students may struggle initially, especially if they are used to more passive learning.

2. Teaching structure (grammar, vocabulary, discourse or ganization etc.) It is essential, but its role should be functional and integrated. Instead of teaching rules in isolation, I believe structure should be embedded in communicative contexts; so students understand why and how specific forms are used. For instance, teaching the verb to be while analyzing narratives or comparing the use of modals in persuasive writing is quite more effective than isolated drills. Students need both explicit instruction to build accuracy and contextualized practice to develop fluency. Structure supports clarity and coherence, but it should communicate, not dominate it.

3. The Language Awareness Approach helps students to become more reflective and analytical readers and learners. By focusing on how language shapes meaning through lexical choices ( tones , entonation..) become better prepared to detect persuasive tactics, implicit messages, or ideological stances in texts. For example, analyzing news articles or speeches using this lens can help learners identify opinion versus fact or evaluate the credibility of a source. This approach not only enhances reading comprehension but also nurtures critical literacy, empowering students to question and evaluate what they read instead of passively consuming information.