Interculturality and Socio-Linguistic Identity in the Learning of English and Spanish in Mexico

In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical sequences） that have proved their functionality in the teaching rooms of the English in a Spanish-speaking context, as is Mexico. Without forgetting that interculturality is defined according to Cassany （2016） as an ideological current that is that each language of the world is a representative tool at the service of a culture and that said culture in a society is a mental and attitudinal representation to the world where a certain society is based. Then interculturality seeks to develop intercultural skills in the users of languages （Anglo-Hispanic）.

中国画的教学程式浅探

中国画的教学程式与求新是现阶段国画课程教学探讨的重要课题。纵观远古至今的国画作品，无不显示了她的独特魅力，许多名家作品融汇着中华民族独特的文化素养、审美意识、思维方式、美学思想和哲学观念等完整的艺术体系，如顾恺之的“以形写神”、谢赫的“六法论”、张躁的“外师造化、中得心源”、齐白石的“似与不似之间”等等，无不蕴蓄了中国画的立意、气韵、笔墨。