<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-6542</journal-id>
<journal-title><![CDATA[Enfoque UTE]]></journal-title>
<abbrev-journal-title><![CDATA[Enfoque UTE]]></abbrev-journal-title>
<issn>1390-6542</issn>
<publisher>
<publisher-name><![CDATA[Universidad UTE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-65422020000100028</article-id>
<article-id pub-id-type="doi">10.29019/enfoque.v11n1.577</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Novel Approach for Teaching English Language using Emerging Information and Communication Technologies for Visual Impairment Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Enfoque novedoso para la enseñanza del idioma inglés utilizando tecnologías emergentes de información y comunicación para estudiantes con discapacidad visual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inga]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica Salesiana Grupo de Investigación en Educación Inclusiva (GEI) ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica Salesiana Grupo de Investigación en Redes Eléctricas Inteligentes (GIREI) ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>28</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-65422020000100028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-65422020000100028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-65422020000100028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Nowadays, Higher Education Institutions (HEI) need to be more inclusive from the methodological vision appropriate used in the classroom. Visual impairment students (VIS) become a challenge for teachers who look for incorporating different learning environments. This challenge increases when teaching and learning process to VIS is related to the English language; due to the absence of educational didactic resources available at the school and the lack of knowledge of appropriate teaching methodologies and strategies to develop the different language skills: listening, speaking, reading and writing that go with the educational process in the acquisition of the English language. In accordance with this problem, this research proposes a novel methodological strategy, based on the usage of meaningful learning with emerging technologies as a main guide for students with visual impairment. Thus, the road map of good practices in the use of this methodology will allow establishing a clear process to achieve students&#8217; active, meaningful and autonomous participation, using the least time in the teaching-learning process of the English language.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[mobile learning]]></kwd>
<kwd lng="en"><![CDATA[education 4.0]]></kwd>
<kwd lng="en"><![CDATA[educational informatics]]></kwd>
<kwd lng="en"><![CDATA[visual impairment]]></kwd>
<kwd lng="en"><![CDATA[emerging information and communication technologies.]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje móvil]]></kwd>
<kwd lng="es"><![CDATA[educación 4.0]]></kwd>
<kwd lng="es"><![CDATA[informática educativa]]></kwd>
<kwd lng="es"><![CDATA[discapacidad visual]]></kwd>
<kwd lng="es"><![CDATA[tecnologías emergentes de información y comunicación.]]></kwd>
</kwd-group>
</article-meta>
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