Licenciatura en Educación Básica con Énfasis en Inglés
URI permanente para esta colecciónhttp://hdl.handle.net/11349/41
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Ítem ¿Cómo puede un taller aumentar la motivación para hablar inglés como lengua extranjera entre los estudiantes de noveno grado?Barragan Esposito, Laura Julieth; Sua Lozano, Angelica Vanessa; Diaz Velasquez, María Paula; Cabrejo Ruiz, Pedro AdolfoThis research proposal focuses on implementing an illustrated workshop designed for ninth-grade English learners, recognizing the challenges associated with the physical and emotional changes of the phase of puberty. The study addresses the impact of apprehension of self-expression and lack of motivation to speak on student performance. The proposed workshop aims to elevate speaking motivation and overall performance by integrating communication skills based on students' experiences during puberty. Motivation is emphasized as the driving force behind individual actions and behaviors, highlighting alignment between educational material. Research also explores the effects of classroom resources on learning processes, emphasizing the role of effective tools in communication. teacher-student, informing the development of the illustrated workshop. The innovation of the proposal lies in its intention to create a safe environment for open discussions on sensitive topics, fostering a deep understanding of the natural changes that adolescents experience and providing an opportunity for self-expression.Ítem Translenguaje en el aula AICLE: comprendiendo las percepciones de los profesores sobre el uso de la primera lengua en el aulaTorres Cubillos, Mayerly; Penagos Cely, Camilo Andrés; Garzón Duarte, Eliana; Garzón Duarte, Eliana [0000-0001-5920-1550]This current research paper has the intention to explore alternative teaching methods in the EFL field and the possible advantages that may bring to teachers and students. Consequently, we explored translanguaging since we found in this approach different features that promotes linguistic confidence in students that are learning a new language. In addition heteroglossia is a main core of these practice which allows us to check into innovative perspectives that goes in discordance with traditional perceptions of language acquisition. It helps to foster students’ linguistic repertoire by approaching their interests and cultural backgrounds which promotes valuable learning in inclusive settings. To support this strategy this study was intended to explore teachers’ perceptions about translingual practices that are unconsciously present in the classroom in order to give a clue that may result in further research supporting translingual practices and its implementation in bilingual institutionsÍtem Dialogue around the territory conceptions: critical intercultural awareness through linguacultural repertories an approach to afro-colombian communities in the EFL classroomTorijano Barbosa, Laura Sofía; Armero Cárdenas, María Angélica; Bonilla Medina, Sandra Ximena; Bonilla Medina, Sandra Ximena [0000-0002-6625-501X]English teaching through the local culture of minoritized communities is a subject that has not been widely addressed. This study aimed to explore critical intercultural awareness through an English curriculum focused on minoritized Afro-Colombian communities. The study was conducted based on the perspectives of critical race theory and decolonial education approaches, which aimed to explore ways of integrating local culture into the English class. To achieve this exploration, the study focused on linguacultural repertoires. Then, a critical-qualitative research methodology was employed to develop the research, providing valuable insights. Data from six participants were collected while implementing a pedagogical intervention focused on making local Afro-Colombian culture visible, promoting intercultural dialogues, and generating a process of self-recognition of oneself and others. The information was collected through interviews, student artifacts, and videos resulting from the pedagogical intervention. Subsequently, the data were analyzed based on what was proposed by the grounded theory. The results showed that stereotypes, racialization, and segregation of the communities within the daily discourses cross the participants' perceptions regarding the Afro-Colombian communities. In this regard, students established a distance between their realities and Afro-Colombian communities, which were demarcated through their physical appearance and pointing out the differences related to skin color, hair, clothes, and even birthplace. They also impact how participants perceive themselves and highlight the importance of including elements of local culture within EFL teaching. In this context, when the participants felt a distance between their repertoires and what was presented as part of the Afro-Colombian communities, they expressed their thoughts about themselves freely. Conversely, when they noticed that their repertoires could be related with these communities, they were uncertain about their answers.Ítem Alfabetización visual en preescolar para acercamiento al inglésValencia Zamora, Laura Gicela; Bonilla Ramos, Fabio AlonsoThis degree project focuses on visual literacy as a means of teaching and learning the English language in a preschool classroom in Bogotá, Colombia. The work is based on a theoretical and epistemological framework composed of three important constructs and a review of research carried out by other authors. The general objective is to promote the practices and processes of visual literacy in transition grade through the design of a digital book, which was structured based on the four-step methodology of Rodríguez Lemos (2013): understand, identify, layout, and test. Finally, the e-book was used in a real context that allowed collecting relevant information to conclude that the digital didactic material managed to introduce students to the aforementioned foreign language based on visual literacy.Ítem Dialogue around the territory conceptions: critical intercultural awareness through linguacultural repertories an approach to afro-colombian communities in the EFL classroomTorijano Barbosa, Laura Sofía; Armero Cárdenas, María Angélica; Bonilla Medina, Sandra Ximena; Bonilla Medina, Sandra Ximena [0000-0002-6625-501X]English teaching through the local culture of minoritized communities is a subject that has not been widely addressed. This study aimed to explore critical intercultural awareness through an English curriculum focused on minoritized Afro-Colombian communities. The study was conducted based on the perspectives of critical race theory and decolonial education approaches, which aimed to explore ways of integrating local culture into the English class. To achieve this exploration, the study focused on linguacultural repertoires. Then, a critical-qualitative research methodology was employed to develop the research, providing valuable insights. Data from six participants were collected while implementing a pedagogical intervention focused on making local Afro-Colombian culture visible, promoting intercultural dialogues, and generating a process of self-recognition of oneself and others. The information was collected through interviews, student artifacts, and videos resulting from the pedagogical intervention. Subsequently, the data were analyzed based on what was proposed by the grounded theory. The results showed that stereotypes, racialization, and segregation of the communities within the daily discourses cross the participants' perceptions regarding the Afro-Colombian communities. In this regard, students established a distance between their realities and Afro-Colombian communities, which were demarcated through their physical appearance and pointing out the differences related to skin color, hair, clothes, and even birthplace. They also impact how participants perceive themselves and highlight the importance of including elements of local culture within EFL teaching. In this context, when the participants felt a distance between their repertoires and what was presented as part of the Afro-Colombian communities, they expressed their thoughts about themselves freely. Conversely, when they noticed that their repertoires could be related with these communities, they were uncertain about their answers.Ítem Reinterpretación del currículo sugerido para un programa ELT en la escuela rural IED Quiba AltaMuñoz Fajardo, Paula Nicole; Toloza Buitrago, Laura Carolina; Ávila Valderrama, Laura Daniela; Vargas Torres, Margarita RosaColombian education has made attempts to reach a bilingual country, starting by creating strategies, so students can improve their results in this subject and get a proper result on reports of the ICFES, Colombian Institute for the Evaluation of Education (Instituto Colombiano para el Fomento y Evaluación de la Educación Superior by its name in Spanish). However, according to the analysis of Benavides (2021), these strategies have not been enough to help students to get a good outcome considering the scale given by the Common European Framework of Reference (CEFR) since 87% of secondary students had a Level A, meaning they are not able to communicate effectively. Colombian Ministry of Education has worked towards the construction of a curriculum that solves all the needs students have to cover to be able to communicate their ideas in a foreign language. In 2016, they published a study conducted by experts in English teaching that gave as result a Suggested Curriculum. It is a tool that helps teachers to elaborate their programs and lessons according to the expectations published by the Government. This study aims to adapt the Suggested Curriculum for students in the third cycle, which includes the sixth and seventh grades, being mindful of the model they follow, and the hours they have in English classes to strengthen their use of the English language.Ítem El intercambio cultural como recurso educativoMayorga Amaris, Lina Fernanda; Estupiñan Calderón, Nicolás Fernando; Dávila Rubio, Alejandro MauricioThis internship examined how tourists' beliefs about Colombia and Bogotá changed throughout their travel experience. The internship report found that tourists initially arrived in Colombia and Bogotá with preconceived beliefs based on negative stereotypes and perceptions. However, as tourists immersed themselves in local culture, interacted with the inhabitants, and explored tourist attractions, their beliefs and perspectives began to change significantly. This internship report provides a deeper understanding of how tourists can modify their beliefs and perspectives on a specific destination as they get involved with local culture and society. The results suggest the importance of promoting significant interactions between tourists and residents, as well as the need for tourism marketing strategies that challenge negative stereotypes and highlight the positive aspects of a destination. In conclusion, this internship report shows that tourists visiting Colombia and Bogotá experience significant changes in their beliefs and perspectives throughout their trip. These findings have important implications for the tourism industry and destination promotion efforts, highlighting the importance of promoting an authentic and positive experience for tourists and challenging negative prejudices that may exist around a particular country or city.Ítem Linguistic whitening in english as a foreign language teachers' practices in a private and a public university in BogotáMorales Borja, Cristian Danilo; Bustos Carrillo, Daniel Francisco; Posada Ortiz, Julia Zoraida; 0000-0001-8919-5286; Posada Ortiz, Julia Zoraida [0000-0001-8919-5286]Native-speakerism is an issue evidenced in “many different areas of professional life, from employment policy to the presentation of language” (Holliday, 2009 cited in Lowe, 2020), which is also seen in the English as a Foreign Language (EFL) field. As a consequence of this issue, non-native English-speaking Teachers (NNEST) may accommodate the way they speak the language to change how they are perceived, recurring in what in this study is described as linguistic whitening. Researchers aimed to identify the English teachers’ practices that might evidence linguistic whitening. For doing so, a qualitative research method was used, alongside interviews and observations that took place at a private and a public university in Bogotá, where five in-service English teachers participated. Findings indicate that linguistic whitening is reflected in both university teachers’ practices, which respond to conceptions related to the native-speaker fallacy.Ítem Reviewing the impact of the folk music resurgence and the new latin american song: an intercultural science for teaching english as a foreign languageCaicedo Ospina, Diana Estefania; Ramírez Valencia, Astrid; Ramírez Valencia, Astrid [0000-0002-3025-5982]This article reflected on the theme of thecultural identity, cultural awareness, interculturality, multiculturalism, among others contextualized in a course of English as a foreign language, presenting a proposal for pedagogical intervention based onworkshops on the Latin American Folk Music and New Song movements, including reflections on the hope, equality, and social justice that were at the heart of the revival of popular folkloric traditions in North America in the 1960s and 1970s; and in Latin America in the 70s. Regarding the methodology, it was based on the qualitative method, to collect the information, an interview was used in which 26 teachers in training participated and a diary was made by the teacher-researcher, as In conclusion, the responsibility of this to integrate the topic of culture within English courses is highlighted. To achieve this objective, a pedagogical intervention proposal was included, which can be included in any English course.Ítem El juego como recurso didáctico para abordar el bienestar emocional de los estudiantes en las clases de Inglés como lengua extranjera después del retorno a clases presenciales.Baquero Cifuentes, Camila Andrea; Gualteros Carmona, Danna Liseth; Venegas Hernández, Aurora AdelaidaThe consequent remote education caused by the sanitary emergency due to COVID-19 left some emotional issues in the students such as anxiety and stress, as well as lack of motivation, therefore, returning to face-to-face classes had new challenges regarding students' emotional well-being during the learning process. Thus, this intervention carried out with 8th graders from “Institución Educativa Distrital República de Colombia” addressed both factors through the use of games in EFL classrooms, relying on a qualitative research type of study and an action research method, for the instruments journals and two questionnaires were used in order to gather information, and for the triangulation matrix developed to analyze the results. In conclusion, games are a good strategy to decrease emotional tensions caused by the school environment and other personal backgrounds the students may have as well as to keep them motivated towards the class, however, it is not the best strategy for all types of students’ way of learning.Ítem El uso de la aplicación BOOKR Class en el aula hospitalaria de San Blas con estudiantes de educación básicaZambrano Castro, Natalia; Carrillo Trujillo, Carlos DavidImplementing M-learning can be valuable in learning settings as they provide contextual, portable, and personal learning opportunities. Even more, mobile educational apps are effective in EFL learning, changing this process into a more exciting and interactive one, such potential needs a deeper understanding in inclusive educational environments. Thus, this intervention analyzed the impact of the app BOOKr Class on EFL teaching in a hospital classroom context, following a mixed-method methodology and a case study approach putting up with the measurable data itself and the human perception to elucidate the inquiries of this intervention. In terms of results, it was found that the app's features supported reading comprehension, and vocabulary acquisition, and the control group had a 5% level of progress while using the app. Moreover, it had an impact on students' well-being, engagement, mobility, and the impact in the hospital classroom per se regarding the offline access of content. In conclusion, the implementation of M-learning in these inclusive settings is appropriate while taking into account the methodology to approach its use, the context of the hospital classroom, and the possible limitations.Ítem Inferencia y comprensión a través del método socrático hacia una educación para la pazParra Rojas, Miguel Angel; Vargas Torres, Margarita RosaThis action research project aims to explore the development of the critical thinking skills of inference and comprehension through the implementation of the Peace Education Approach with classroom materials and content framed under the Socratic Method as a tool for developing such critical thinking skills and social skills at the same time in 9th graders at a school in Bogotá. The study suggests that the use of questioning techniques combined with the Peace Education Approach develops in students their social and critical thinking skills, which were reflected on the proposed tasks and allowed them to examine their reality critically and become propositive and argumentative in the construction of their opinions and the performance of their actions to help overcome violence in their contexts.Ítem Fortalecimiento de la competencia oral y la motivación en estudiantes de inglés A1 a través de las artesÁlvarez Diaz, Angie Milena; Suárez Beltrán, Estefany; Cabrejo Ruiz, Pedro Adolfo; Cabrejo Ruiz, Pedro Adolfo [0000-0001-5353-0695]This document reports on the design, creation, and implementation of a didactic material with artistic activities included as support for learning English in a school with students at a basic level (A1) of the language. The purpose of the proposal is that, through the material, students can increase their motivation regarding the English class and strengthen their oral production. This was derived from observations and an interview made during the pedagogical practicum where poor motivation regarding the materials used was evidenced, also influencing the oral participation of the students. The methodology of the material creation includes the use of artistic activities -drawing, creation of poems, comics, mimicry, and use of music- designed in a didactic material under a humanistic approach. The results show that, through the implemented material, the students increased their motivation regarding the English class, delivering a better willingness to pay attention, participate and take an active role during the sessions; the classroom became a more positive and safe environment for the students. On the other hand, the proposed material and activities served as a support for students to participate and give short presentations in front of their peers, thus improving their oral skills. In conclusion, the use of artistic activities has a significant impact in the classroom, promoting learning, motivation, and the development of language skills.Ítem EFL pre-service teachers' reflective teaching practices during their online pedagogical practicumTorres Losada, Emely Yadira; Carrillo Cruz, Carlos Enrique; 0000-0002-3278-4845; Carrillo Cruz, Carlos Enrique [0000-0002-3278-4845]This paper describes a research proposal performed within the Faculty of Sciences & Education at Distrital University. This study explores pre-service teachers’ reflective teaching practices during their online pedagogical practicum. The participants who took part in this study were student teachers from the last semesters enrolled in the last pedagogical practicum course and tutor teachers from a foreign languages program. The researcher decided to collect data based on three instruments of data collection: teacher journals, peer observation diaries, and a qualitative survey. The data obtained from these instruments were analyzed taking into account the levels of reflection framework proposed by Ozudogru (2021). The first phase of this research was focused on identifying student teachers’ reflective teaching practices and how they made sense of their first teaching experiences. Findings revealed that pre-service teachers made use of reflective teaching practices that were suggested by their tutor teachers. These different reflective teaching practices and the way these were structured allowed practitioners to reach deeper levels of reflection which made them make modifications to their teaching practice seeking to improve the English language learning process. This research showed the importance of reflective teaching within teacher education and the need to keep implementing these practices to improve English language teaching in Colombia.Ítem Cooperative learning techniques to address oral communication apprehension and enhance speaking fluency with ninth gradersGuantiva Pinzón, Stefanny; Montero Londoño, Yanneth CristinaTeaching spoken fluency in EFL environments demands attention to the factors that may interfere with its development, such as oral communication apprehension (commonly known as speaking anxiety). The present research considered cooperative learning a suitable approach due to its focus on interaction and cooperation among participants to address a more friendly environment for students with speaking anxiety. Therefore, the present Action research aimed to investigate the impact of two Cooperative learning techniques on the speaking fluency of ninth graders despite the oral communication apprehension interference. For the analysis of this phenomenon, it was necessary to apply three instruments: (a) a speaking pre-test and post-test to contrast the speaking fluency before and after the pedagogical intervention; (b) a before-intervention questionnaire to categorize the causal factors and physical symptoms of speaking anxiety of students and (c) a post-intervention questionnaire to explore the perspectives on the impact of Cooperative Learning when addressing oral communication apprehension and learning speaking. The results demonstrated progress in speaking fluency and positive perceptions about cooperative learning. Besides, the findings also presented that students were conscious of the importance of oral communication in English and the anxiety's effects on their learning. Considering the lack of speaking tasks in EFL, this investigation aimed to encourage EFL teachers to promote students speaking fluency through cooperative activities.Ítem Discussions on interculturality to lessen the reversal stageAponte Arias, Juliana Andrea; Madrigal Badillo, Jhois Alejandra; Castillo, Rigoberto; 0000-0002-9527-0120; Castillo, Rigoberto [0000-0002-9527-0120]This document reports the implications and results of an internship that seeks to understand and lessen the reversal phenomenon. The reversal phenomenon is the apparent stagnation the EFL students have in the reversal stage. This phase occurs when the language learner encounters another culture and becomes more critical of their origin culture while idealizing the target language. In Bennett’s intercultural model, the individual needs this transitional stage to escalate to the adaptation pluralism stage, where the language learner acknowledges and deals with the differences without diminishing the cultures. This identified phenomenon is present in a Colombian public school’s bilingual program where the participants are 10th and 11th graders between 14-19 years old. This internship proposes to address intervention in the four EFL courses of the program to lessen this phenomenon. The proposal is to implement the discussions on interculturality to develop and strengthen the students’ intercultural competence. Additionally, the participants will be involved in an environmentally guided Project-based learning (PBL) method. The combination between discussions on interculturality and PBL seems promising in terms of the apprentices’ autonomy, teamwork, interpersonal and critical thinking skills, leadership, engagement with the content, self-awareness of their learning process, and cultural reflection, among others.Ítem Percepciones de los estudiantes practicantes de inglés sobre las políticas de inclusión educativa para estudiantes con necesidades diversas y su aplicabilidad en las aulas colombianas.Ramírez Valencia, Astrid; Moreno Lizarazo, Raúl Fernando; Valbuena Ruiz, Laura Camila; Ramírez Valencia, Astrid; 0000-0002-3025-5982; Ramírez Valencia, Astrid [0000-0002-3025-5982]The theme of this article is inclusive education, contextualized in the exercise of teaching English, revealing some methodological alternatives that can be used by beginner language teachers, considering in turn the educational policies emanating from the State, which benefit this community. The methodological process used was based on qualitative research, supported by an online survey, where a group of beginner English teachers was asked about their knowledge of inclusion policies and their consideration in the context of teaching practice. In conclusion, the need to continue studying this issue is recognized, since, despite the efforts made by the State, there is still much to be done, to achieve a true process of inclusion in the educational context.Ítem Reacción de los estudiantes a la estrategia de narración de cuentos sobre la importancia de cuidarse a sí mismos y a su ambienteLeal Rangel, Danna Isabella; Olaya León, Alba Del Carmen; Olaya León, Alba Del Carmen [0000-0001-8103-9748]The present study is focused on the student's reaction to storytelling about the importance of taking care of themselves and their environment. The participants of the current study were sixth-grade students who were randomly selected for the pedagogical intervention. I analyzed the students’ reactions to ten storytelling sessions portrayed in a reaction box in each workguide. The data collection procedure was implemented through observation and student artifacts. There were four aspects analyzed: students' reactions, language preference, participants' cognitive process, and reading response. Participants' reactions showed that they felt most confident with the drawings or visual representations of the story, the language preference by the students was English over Spanish. The most common cognitive process presented in their reaction was remembering according to the Bloom Taxonomy (1956) and according to Rosenblatt Reading Response theory (1978), students privileged an efferent response towards the storytelling. Furthermore, it was evidenced that students added a few words and short sentences to their drawings in the reaction box.Ítem Describiendo la construcción de consciencia social en niños a través de estrategias de aprendizaje del lenguajeBulla Ibagon, Maira Jarleydy; Monroy Serrano, José Daniel; Samacá Bohórquez, YolandaViolence in the classroom is an issue that has been strongly studied in the last years. This matter makes English language teaching a difficult task in which the teacher is not only responsible for teaching the English language, but to keep the order and manage different conflict situations that might occur in the classroom. Following this further, this action research attempts to characterize the students’ responses in regards to their initial process of social awareness from social values implemented in the English class through learning strategies, these responses were collected and analyzed through field notes, video recordings and interviews. Data revealed that social awareness in second graders emerged from two main aspects, perceptions towards their own actions in the school and familiar contexts and how they perceive partners’ actions at school.Ítem Apropiación infantil de los derechos de los niños en Colombia dentro del aprendizaje del inglésMontañez Piza, Sindy Tatiana; Candia, Martha CeciliaThe present internship monograph has been focused on the learning of the Children´s Colombian Rights, prioritizing the meaningful learning inside the foundation "Dejando Huellas", whose transversal axis was always the English learning as a Foreign Language (EFL). At the same time the example of communicative approaches is taken, and these approaches motivate in the participants the creation of communicative acts connecting previous knowledge on the target language. Finally, the participants, who are all children, are able to comprehend the importance of recognizing the children´s rights aknowledged in Colombia, and they can start a process of sensitivity within their own community.