Please use this identifier to cite or link to this item: http://hdl.handle.net/11349/2310
Title: Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
Author: Ruiz Sarmiento, Claudia Paola
Advisor: Moya Chaves, Deyanira Sindy
Subjects: Maestría en Lingüística - Tesis y disertaciones académicas
Crítica literaria
Pedagogía
Métodos de enseñanza
Keywords: Students’ social experiences
Critical literacy
EFL learning
Project-based learning
Date: 21-Oct-2015
Abstract: The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from.
Description: The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from.
URI: http://hdl.handle.net/11349/2310
Appears in Collections:Maestría en Lingüística

Files in This Item:
File Description SizeFormat 
RuizSarmientoClaudiaPaola2015.pdfTrabajo de grado4,09 MBAdobe PDFView/Open    Request a copy


This item is licensed under a Creative Commons License Creative Commons