Examinando por Materia "Ingles - Recursos educativos"
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Ítem Curso de entrenamiento en AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras). Expandiendo conocimientos en AICLE en profesores de colegios públicosVigoya Ayala, Diana Paola; López Montenegro, Angien Carolina; Bonilla, FabioThis internship project and proposal looked into a training course for the Bosanova I.E.D teachers where CLIL (Content and Language Integrated Learning) was the main approach. The purpose was to expand the understandings of CLIL in public bilingual school´s teachers with a the design and application of a transformative curriculum using different content such as no linguistic subjects themes. Experential learning was important to develop the processes during the training course, having as a result diverse achievements regarding to teacher´s proffesional development in their second language use into the classroom too.Ítem Exploring pre-service EFL teachers' multimodal literacy practices: implications for teacher educationLópez Bustos, Dixon; McNeil, AlejandroThis document reports a research study conducted in a distance education undergraduate TEFL program from a private university in Colombia. Throughout a pedagogical implementation in a writing course, a group of pre-service EFL teachers engaged in a multimodal composition experience. Following the procedures of a qualitative case study, data was gathered through the participants’ artifacts, a questionnaire, and interviews in order to inquire about the literacy practices the pre-service EFL teachers engaged in when composing multimodal texts, and gain insights about their views towards multimodal literacy teaching from this experience. Findings showed that the pre-service EFL teachers engaged in culturally situated literacy practices as they used available meaning-making resources to create new meanings. Also, the pre-service EFL teachers recognized the potential and the affordances of multimodal texts in literacy teaching and acknowledged that the teaching of multimodal literacy requires collaboration and teamwork.Ítem Promoting oral interaction through task-based learning activities in an Efl virtual learning environmentBarraza Barrios, Elizabeth; Pineda Báez, CleliaThis study aims to identify the main characteristics of synchronic oral interaction in an EFL virtual learning environment and also investigates students’ perceptions regarding the use of computer mediated communication tools in the language learning process. This research project is theoretically supported by constructivism theory, social interaction and the theoretical foundation that supports the use of computer mediated communication tools in language learning. The study was carried out in a public institution, which offers free vocational education as well as free virtual English courses. Twelve elementary level students, ranging in age from 17 to 22, were encouraged to participate in six videoconferences in which they had to interact orally and develop task-based learning activities. The videoconferences were developed through the technological tool Blackboard Collaborate. The data was collected from video conferencing recordings, field notes and semi- structure interviews. The results of this study showed that the main characteristics of synchronic online oral interaction are collaboration, engagement and sense of belonging to a learning community. Students were able to work together and help each other to complete a specific task. The result also shows that when students work together in an online learning activity, they apply different communication strategies to transmit a message and help each other to complete a task.