01920nas a2200241   4500000000100000000000100001008004100002260001200043653002500055653001500080653002500095653001900120100001600139700002000155700001900175700001800194245010800212856009800320300001000418490000600428520123000434022001401664       2013                            d  c03/201310aCase-Based Reasoning10aSimilarity10aLanguage Acquisition10aAuthoring Tool1 aJorge Bacca1 aSilvia Baldiris1 aRamon Fabregat1 aCecilia Avila00aA Case-based Reasoning Approach to Validate Grammatical Gender and Number Agreement in Spanish language  uhttp://www.ijimai.org/journal/sites/default/files/files/2013/03/ijimai20132_110_pdf_86555.pdf  a73-810 v23 aAcross Latin America 420 indigenous languages are spoken. Spanish is considered a second language in indigenous communities and is progressively introduced in education. However, most of the tools to support teaching processes of a second language have been developed for the most common languages such as English, French, German, Italian, etc. As a result, only a small amount of learning objects and authoring tools have been developed for indigenous people considering the specific needs of their population. This paper introduces Multilingual–Tiny as a web authoring tool to support the virtual experience of indigenous students and teachers when they are creating learning objects in indigenous languages or in Spanish language, in particular, when they have to deal with the grammatical structures of Spanish. Multilingual–Tiny has a module based on the Case-based Reasoning technique to provide recommendations in real time when teachers and students write texts in Spanish. An experiment was performed in order to compare some local similarity functions to retrieve cases from the case library taking into account the grammatical structures. As a result we found the similarity function with the best performance.  a1989-1660