Learning spaces: A lived reality in Puerto Plata

Abstract

The Learning Support Spaces (EAA) represent an inclusion strategy that ensures the continuity, participation, and academic success of students with Specific Educational Support Needs in regular primary school classrooms, whether due to a disability or difficulties in Spanish Language and Mathematics. This qualitative phenomenological study analyzed the implementation of EAAs across the seven educational districts of Regional Office 11 in Puerto Plata. A total of 33 participants took part in the research, including teachers, parents, school management team members, and district and regional technical staff from the Resource Center for Attention to Diversity (CAD). Data were collected through focus group discussions. The findings reveal that parents, teachers, management teams, and educational technicians highlight that the EAAs in Puerto Plata have contributed to improving students’ academic performance and personal development by promoting more personalized teaching and the use of diversified strategies. However, although these spaces foster a culture of inclusion consistent with the policies of the Ministry of Education (MINERD), there is still a need for additional resources and/or teaching materials to strengthen this inclusion strategy. In summary, the EAAs have proven to be an effective strategy for advancing toward a more equitable and inclusive education system, as long as their sustainability is ensured through institutional support, continuous professional development, and greater involvement of the educational community.

Learning English as a second language holds critical importance in secondary education due to its global significance in expanding academic and professional opportunities. This study was conducted at Tomas Santos Ureña High School, where the need to strengthen the linguistic competencies of fifth-grade secondary students was identified. Therefore, this article presents the results of a qualitative approach with a phenomenological study aimed at enhancing English learning through the use of the mobile application GoEnglish, developed with App Inventor, during the period from February to April 2025. The study involved a group of 25 fifth-grade students and one foreign language teacher. The data collection technique used was the focus group, and the instrument applied was a focus group guide. The findings reveal that the GoEnglish! app had a positive impact on student motivation and participation, promoting more active and dynamic learning. Additionally, both students and the teacher found the app’s interface to be friendly and functional. Suggestions were identified to enrich the proposed activities and improve feedback mechanisms. It is concluded that GoEnglish is an effective tool for fostering English language learning in school settings, promoting a more interactive, personalized, and student-centered teaching approach. These results contribute to the discussion about the use of mobile technologies in the teaching of English in the Dominican context.