Licenciatura en Educación Básica con Énfasis en Inglés
URI permanente para esta colecciónhttp://hdl.handle.net/11349/41
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Ítem La luz al final de los modismos: conectando el idioma, la cultura y el crecimiento personal a través de expresiones en inglés(Universidad Distrital Francisco José de Caldas) Velásquez Gámez, Ángela María; Vargas Torres, Margarita RosaThis project, developed under the Creation and Interpretation modality, presents Light at the End of the Idioms, an illustrated booklet designed to teach English idiomatic expressions through a holistic and reflective approach. The proposal integrates language learning with personal development by addressing values such as resilience, authenticity, and emotional growth. The booklet features 25 expressions organized by theme, accompanied by AI-generated illustrations, reflective activities, and Spanish equivalents. The methodology included a literature review, collaboration with language teachers and students, and implementation with 60 students from grades 9, 10, and 11 at Unilatina School in Bogotá. Validation was carried out through surveys with experts and participants. Results showed strong acceptance from both teachers and students, who highlighted the clarity of the illustrations, the emotional connection fostered by the content, and the pedagogical value of the material. The project demonstrates that it is possible to teach English in a meaningful way that enhances both communicative competence and students’ ethical and affective development.Ítem Efectos de la atención plena en el ámbito del inglés como lengua extranjera: Una revisión bibliográfica(Universidad Distrital Francisco José de Caldas) Acuña Fontecha, Allison Nicol; Ayala Buitrago, Juana Valentina; Rubio Cancino, Eliana MariaThe practice of mindfulness has its roots in medicine, where it was initially developed as a technique to assist patients in managing chronic pain. Subsequently, mindfulness was introduced to the field of education, where it is defined as the capacity to be mindful of or focus on one's internal experiences, particularly in the present moment. This paper examines the benefits mindfulness in learning a foreign language. A review of 20 research papers on the implementation of mindfulness in EFL settings revealed that mindfulness can enhance the learning environment, improve test results and reading comprehension, increase students' willingness to communicate in English, reduce speaking anxiety, strengthen concentration, alleviate detrimental feelings or emotions, foster better health conditions, boost self-confidence, maximize foreign language teachers' self-efficacy, and strengthen students' attentional skills and emotion regulation. Consequently, it facilitates communication skills, reduces anxiety, and improves the educational environment. The research underscores the value of mindfulness as a strategy educators embrace in countries such as India, Turkey, the United States, China, and Spain. While it has yet to gain widespread adoption in Colombia, mindfulness offers a promising avenue for fostering a more positive and engaging learning experience for students and teachers. This study aims to contribute to the field of foreign language teaching by introducing new strategies that facilitate students' learning processes. As researchers, the authors seek to provide a broad perspective on this technique and its potential benefits.Ítem La pintura como expresión artística para fomentar la motivación de los estudiantes en el aula de EFL de primaria: Guía para el profesor(Universidad Distrital Francisco José de Caldas) Barbosa Cortes, Dafne Alejandra; Bogotá Jiménez, Juliana Andrea; Gómez Bonilla , Nancy; Gómez Bonilla, Nancy [0000-0001-8275-2609]This experimental project presents a guide designed for fourth-grade English teachers that integrates the teaching of English with painting as a form of artistic expression. The main objective is to enhance students’ motivation by incorporating art into the learning process. The guide emerges as a response to the lack of innovation in English language education, which often results in low student engagement. By using painting as a creative tool, teachers can address students' educational needs while offering them a new perspective on learning and the world around them. Throughout the implementation of the project, it was found that art not only boosts motivation but also fosters critical thinking. Moreover, it supports multidisciplinary learning, helping students improve in English and other subjects.Ítem Testing english reading proficiency in 8th and 9th semester foreign language students: A descriptive comparative study(Universidad Distrital Francisco José de Caldas) Gordillo Castillo, Daniel; Díaz Londoño, Lina Valentina; Bonilla Ramos, Fabio AlonsoThe Ministry of Education of Colombia established that for the next year, all the students graduated in English-teaching undergraduate degrees must have a C1 level of English. However, not all the universities have concurrent instruments to gather data about the level of their students. This paper collects data about the reading proficiency level of English of 20 8 th and 9th semester students majoring a degree in foreign languages with an emphasis on English at the Universidad Distrital. To gather the data, we used the B2 first reading component test. Our results showed that the participants have low reading proficiency in English and do not achieve the expected C1 level proposed by the Ministry of Education.Ítem Disforia de género en la formación del profesorado: una exploración narrativa de las identidades disidentes entre los profesores en formación(Universidad Distrital Francisco José de Caldas) Castañeda Nieto, Shirley; Wilches Briceño, Nicolás; Ubaque Casallas, Diego Fernando; Ubaque Casallas, Diego Fernando [0000-0001-8116-9163]Gender Dysphoria, a category of non-conformity to body-related characteristics experienced by gender-diverse co-existence individuals, can also be transformed into an educational analytical category used to comprehend acts of existence and coexistence enunciated from non-normative identities in an English as a foreign language teacher education program. This document highlights the work, achievements, analysis, and conclusions of a three-year research project conducted by two English foreign language preservice teachers and developed within INTERNAUTAS: CONTEXTOS Y PRÁCTICAS research group at Universidad Distrital Francisco José de Caldas. The study culminated in a research article homonymous to this paper. The experience allowed us to problematize the current conception of gender dysphoria from a medical lens, seeking an individual and social approach focusing on the construction and incarnation of identity. The methodology of this study focuses on compiling and analyzing the life experiences of two English preservice teachers at a public university in Bogotá. The results indicated that gender dysphoria acts as a bridge for the construction of identity, serving as a communicative experience with others in relationship settings. Thus, the concept of dysphoria is transformed and re-signified as a tool to build connections with other people inside and outside the classroom as students and teachers.Ítem Entender las prácticas de participación proyectiva en el aula de inglés como lengua extranjera, mediadas por el aprendizaje basado en fortalezas en la educación primariaMurillo Molano, Erika Giselle; Arias Orozco, Liz Estefany; Carlos Enrique, Carrillo Cruz; Carlos Enrique, Carrillo Cruz [0000-0002-3278-4845]Being important that students use their strengths as a foundation for learning success, this action research project seeks to understand how projective participation practices, mediated by the strength-based learning (SBL) dynamics, emerge in the English as a Foreign Language (EFL) classroom. The participants were primary school students attending a public school in Bogotá, Colombia, undergoing their initial exposure to the academic environment and the identification of their strengths and skills. The data was collected through different methods, including questionnaires, journals, focus groups, and scales. The initial phase of this intervention focused on encouraging students to identify their academic strengths and understand how the English class became a cross-cutting experience facilitating language acquisition. The consequent phase focused on nurturing those strengths that could benefit their educational path. The study's findings revealed that students felt comfortable and confident enough to identify and point out their strengths, but their projective participation did not progress significantly. Consequently, this proposal aims to contribute to a more student-centered vision of the classroom, empowering students to become proactive agents in proposing and executing the EFL course content, ensuring that the content aligns with their needs and learning objectives.Ítem EFL instructional design booklet for teenagers with cognitive disabilities in the classroom(Universidad Distrital Francisco José de Caldas) Morales Galindo, Angie Valentina; Colmenares Pizco, Ángela Milena; Montero Londoño, Yanneth CristinaIn the Colombian educational context, educators confront the dynamic nature of the teaching process, covering the importance of fostering inclusive environments regarding students’ needs, including those with disabilities. However, the incorporation of inclusive education into teachers' professional development is often inadequate or insufficient. Consequently, educators may lack the requisite knowledge and pedagogical strategies to foster inclusivity within their classrooms. Hence, this qualitative case study attempts to search for teaching strategies using the instructional design to facilitate effective English as a Foreign Language (EFL) for students with cognitive disabilities. This exploration results in the design of a booklet integrating a diagnostic tool for identifying potential cases of cognitive disabilities; teaching strategies for classroom implementation; and practical and evaluative activities to provide guidance and support for teachers in their instructional aims, particularly within the framework of inclusive education. An initial assessment, conducted through a survey to determine teachers' preparation, shows the lack of time, experience, or exposure to cultivate a realistic understanding of disabilities. This deficiency generates negative emotions among educators when interacting with these students. Consequently, based on the principles of Instructional Design (ID) and effective teaching strategies in EFL classrooms, this study seeks to fortify teachers' competencies and address inclusive education, with a specific focus on cognitive impairments.Ítem Rural educación "viva la escuela"Casallas Cardenas, Yeisson; Cabrero, Pedro AdolfoThe COVID-19 pandemic exposed and intensified existing challenges within global and Colombian educational systems, negating decades of reform efforts in mere months. The impact on student learning, especially among younger populations, is expected to persist long-term, as shown by the significant rise in global learning poverty. Reports indicate that 70% of 10-year-olds globally are now unable to read or comprehend text, reflecting a crisis beyond the pandemic itself (CEPAL, 2020; UNESCO, 2020; Educo, 2021). In addition to academic setbacks, the pandemic also amplified socioemotional issues, with 51% of Latin Americans experiencing overcrowded conditions that have adversely affected mental health, increasing exposure to violence among children and youth (World Vision and War Child, 2021). In response, Colombia’s Ministry of National Education launched a volunteer-based educational support program targeting universities and teaching students. This initiative aims to close learning gaps by embedding Dialogical Learning principles in schools, fostering active educational engagement through evidence-based actions (Aubert et al., 2008). University students and final-year teaching students can engage in this program as part of their professional internships, either full-time on-site or part-time in a blended or virtual format provided by the Ministry. This effort seeks to transform schools into pivotal spaces for social and cultural development, fostering a collaborative approach to education in Colombia.Ítem Knowing myslef: the devolepment of mental health awareness through abl e-book in efl classDel Río Hernández, Ilein Alejandra; Mejía Rodríguez, Diana Carolina; Montero Londoño, Yanneth CristinaIn today's educational landscape, mental health significantly influences students'academic progress. The World Health Organization (WHO) underscores its pivotal role in fostering well-being and guiding interactions with the world. This research outlines the development of an e-book addressing awareness of anxiety and depression disorders. Through creative mediums like poetry, narratives, and workshops, alongside cognitive-behavioral therapy echniques, the aim is to help students identify symptoms of these disorders. This multifaceted material integrates seamlessly into the learning processes of EFL (English as a Foreign Language) classes, fostering holistic human development. By providing resources for selfassessment and coping strategies, the e-book empowers students to recognize signs of distress in themselves or their peers and seek help when needed. Overall, it serves as a valuable tool in promoting mental health awareness and resilience within educational settings.Ítem Gender and social imaginaries narration through epistles: Materials development in Applied linguistics to ELT for secondary school pre-service teachersRodríguez Gil, Cielo Alexandra; Uzcátegui Arteaga, Valeria José; Cabrejo Ruíz, Pedro Adolfo; Cabrejo Ruíz; Pedro Adolfo [0000-0001-5353-0695]This graduation project aims to develop an epistolary booklet as an alternative didactic material for pre-service teachers enrolled in the Bachelor's Degree in Foreign Languages with an emphasis on English at Universidad Distrital Francisco José de Caldas. The booklet integrates artistic storytelling through fictional letters to address themes of gender identity and social imaginaries, particularly migration, within English Language Teaching (ELT) contexts. Following the methodological framework by Jolly and Bolitho (2011), the project identifies the need for material that transcends traditional linguistic-focused approaches and fosters critical reflection in secondary school students aged 12 to 17. Drawing upon educational philosophies such as critical pedagogy and constructivism, as well as language theories like pragmatics and language as identity, the material encourages discussions about diversity, inclusion, and social realities. The project also includes feedback from pre-service teachers, confirming the relevance and effectiveness of the epistolary genre in promoting meaningful classroom interactions. Ultimately, the booklet seeks to fill the existing gap in creative materials for ELT, contributing to a more inclusive and humanistic educational environment.Ítem Adapting assessment to prepare students for international standardized tests at an english language instituteCastillo Rodríguez, German Ricardo; Cely Betancourt , Blanca Lucia; Cely Betancourt; Blanca Lucia [0000-0001-8059-5160]This internship introduced an initiative aimed at updating and implementing assessment batteries to measure language proficiency and provide extensive and timely feedback to students at a language academy in Bogotá. The assessment proposal sought to incorporate dynamic elements to measure students’ progress quarterly, thus surpassing traditional methods. A key feature of the assessment batteries was the inclusion of mechanisms to provide detailed and prompt feedback, identifying strengths and areas for improvement, as well as suggesting strategies for the development of specific language skills. By addressing specific areas of improvement in a timely manner, students were able to advance toward comprehensive language skills mastery. This initiative proposed an evaluation program tailored to the diverse needs of the students. The periodic assessment process allowed instructors to adjust their teaching strategies and materials based on real-time feedback. Additionally, it aimed to revitalize the language center’s evaluation process with a holistic approach, offering meaningful feedback and establishing an evaluation cycle.Ítem Contenidos de cultura colombiana en material didáctico para ELT(Universidad Distrital Francisco José de Caldas) Calderón Bahamón, Paula Alejandra; Herrera Gómez, Miguel Ángel; Rubio Cancino, Eliana MaríaThe present study delves into research to achieve better learning outcomes and higher motivation for English as a foreign language, the students of public and private schools in Colombia, involving the preferred learning activities or materials, while seeing the impact of Colombian cultural references and aspects like regional dialects, culture, and everyday situations in students’ lives. The objective is to develop a material rooted in the local context that allows students to experience the language in a way that is closely linked to their environment, thus increasing its practical usefulness and creating connections between the target language and students' existing knowledge. As the educational landscape evolves, it becomes imperative to critically evaluate the learner-teacher relationship and the factors that influence motivation to learn. This research aspires to make a substantial contribution to the continuous and permanent development of educational materials within the Colombian educational framework. The diagnostic phase involved a needs analysis with students, utilizing qualitative methods to collect data.The intervention included the development of engaging and gamebased material incorporating Colombian cultural references, with a focus on promoting cultural awareness and language proficiency into English language teaching materials that enhanced students' performance. The conclusions drawn from the study emphasized the importance of cultural immersion as a teaching strategy and the development of didactic material to promote interaction with Colombian culture. The research also highlighted the significance of recognizing the diversity of culture and language in creating educational materials that resonate with students' realities and contexts, fostering relevance and commitment to language learning.Ítem Preservice teachers perception and attitudes towards the development of monograph to get graduatedCaicedo Castillo, Laura Isabel; Mora López, Juan Sebastián; Méndez Rivera , Pilar; Méndez Rivera, Pilar [0000-0001-9284-4611]This paper examined last semester’s preservice teachers’ perceptions and attitudes toward the development of research to graduate in the Bachelor’s Degree in Foreign Languages program from the Universidad Distrital. Based on a survey carried out in 2022, results suggested that research might be a popular option among preservice teachers. We considered some reasons why they avoided the monograph as a degree option, such as lack of motivation, low confidence in their research skills, lack of financial support from the different educational entities; and no time to invest in research, among other aspects. Since one of the Bachelor’s Degree in Foreign Languages program's main objective is a teacher-researcher profile formation, this gap in research has worried us. As preservice teachers of the Bachelor’s Degree in Foreign Languages program and members of internautas, contextos y prácticas research hotbed we have witnessed different and many activities and discourses around research, even though the university has other degree project modalities. That is why this study is supported by data from our personal experiences and articles that handle types of information about perceptions and demotivating factors in preservice teachers when developing research. However, it was necessary to work on specific contexts to know the actual tendencies among the preservice teachers and get a better conclusion to confirm or reject the initial assumption. We also used previous information to analyze the different findings in each article and group them into similar findings to strengthen the research project. We must clarify that information was taken from our data collection instruments, context, and participants. Lastly, according to what was found in the research project, our findings indicated that the monograph as a degree project was the most popular degree option among preservice teachers, also most of them considered the research experience offered by the Bachelor’s Degree in Foreign Languages program satisfactory. Other chosen options were internship and postgraduate academic spaces, where research is not broadly applicable. The results could be considered and checked, and we found that the research experience offered by the Bachelor’s Degree in Foreign Languages program was good, still while working on the data collected, we provided a discussion and recommendations for the Bachelor’s Degree in Foreign Languages program.Ítem Decisiones de los profesores de inglés en formación de trabajar como agentes bilingües en Call centers y sus perspectivas de empleo a futuro(Universidad Distrital Francisco José de Caldas) Pérez Talero, Gissette Magdalena; Cely Betancourt, Blanca Lucía; Pérez Talero, Gissette Magdalena [0009-0005-2487-1905]; Cely Betancourt, Blanca Lucía [0000-0001-8059-5160]Currently, there is a growing trend for pre-service language teachers to work as bilingual agents due to the increase in call centers as a means of customer service. This research investigates the reasons why pre-service language teachers, choose to work as bilingual agents in call centers instead of pursuing a career in education as teachers of foreign languages which is part of the essence of their professional training. The results indicate that the main reasons for their interest were related to payment, flexible schedules, opportunities to improve their communicative competencies in the target language and enhance their cultural awareness. When asked about their future employment prospects, they expressed a desire to become language teachers. However, a significant group is uncertain about their decision to become teachers, and some are more interested in continuing to work as call center agents. Following a mixed research design, the researcher developed the present study integrating qualitative and quantitative data for more reliable results. Data was collected through semi-structured interviews, surveys and focus groups. Participants were 55 pre-service language teachers currently working as agents at a call center. The data was analysed using thematic analysis to identify categories that emerged. In addition, the research is comprehensively discussed, and the conclusions of the study are presented. The results obtained provide an opportunity for discussion and reflection on the conditions of teachers in educational contexts compared to other job offers.Ítem Un estudio de las emociones experimentadas por docentes ELT de escuelas urbanas utilizando las tecnologías de la información y la comunicación en Bogotá, ColombiaSalamanca Pachón, Kevin; Posada Ortiz, Julia; Posada Ortíz; Julia [0000-0001-8919-5286]This qualitative study explored the emotional experiences of in-service English Language Teaching (ELT) urban schoolteachers in Bogotá, Colombia, as they integrated Information and Communication Technologies (ICT) into their pedagogical practices. After identifying the problem, I explored the literature to understand three different constructs: Emotions, ICT, and ELT urban schoolteachers. As a course of action, I framed my research within the narrative approach in which three ELT teachers were interviewed to explore their technological knowledge, performance, and emotional responses to ICT use. Accordingly, semi-structured interviews delved into their technological experiences from an emotional perspective, all of which were documented through audio recordings. The findings provide a comprehensive exploration of diverse teachers' perspectives as they navigate the challenges and opportunities presented by ICT integration, ultimately contributing to a deeper understanding of the impact of technology on ELT practice in urban settings and their emotional counterparts in recent years. While these findings highlight ICT's potential to innovate the educational field, they also reveal the necessity for broader participation and longer timeframes for future research. Addressing the financial, emotional, and ethical challenges through structured training, investment, and support systems is crucial for fostering sustainable ICT integration in education.Ítem Explorando los desafíos de identidad de los docentes de inglés en la educaión rural en Colombia(Universidad Distrital Francisco José de Caldas) Ruiz Valverde, Silvia Alejandra; Rubio Cancino, Eliana MaríaThis autoethnography work focuses on exploring and identifying the challenges that English pre-service and in-service teachers face in rural education in Colombia regarding their professional identity and English language teaching. Trough in-depth research and pedagogical practice at an Institucion Educativa Nuestra Señora del Perpetuo Socorro in San Carlos, Córdoba, the aims are to understand how these challenges impact ELT and how effective in New School model to address them.Ítem Phonic rhymes: an early literacy approach to develop oral reading fluency in efl students by means of systematic phonicsMarín Parada, Angie Melissa; Sanchez Zambrano, John Alejandro; Montero Londoño, Yanneth CristinaThis mixed action research proposal inquiries about the impact in oral reading fluency of using nursery rhymes based on systematic phonics aimed at developing oral reading fluency in EFL fourth graders from a private school in Bogotá. The importance of this study lies in the lack of literature related to systematic phonics to teach English to Spanish speakers; moreover, the National Bilingual Plan is not considering either pronunciation or phonics in their suggested curricula which makes teachers of English neglect the pronunciation of the English language at the early learning process. By means of oral reading fluency tests, questionnaires and observations, the researchers determined there were areas of opportunity regarding focus on reading in the English classes of a private school in Bogota. They designed and implemented nursery rhymes based on systematic phonics along with other total physical response activities and tested the oral reading fluency skills of the students again. The findings indicate that, overall, there was no significant improvement in the oral reading speed of the students, but there was a significant increase in accuracy.Ítem EFL interactivo: un recurso virtual para mejorar el aprendizaje del inglés(Universidad Distrital Francisco José de Caldas) Ceballos Díaz, Leonardo; Cabrejo Ruiz, Pedro AdolfoThis project focused on the development and implementation of an interactive English teaching tool designed to enhance learning using action verbs. Created using HTML, CSS, and JavaScript, the tool was intended to function offline and could be carried on a USB drive, making it accessible in environments with limited internet connectivity. Implemented at Colegio Alfredo Iriarte in Bogotá, Colombia, the project aimed to address the challenges of low-resource educational settings by providing a user-friendly, engaging resource for teaching English. The evaluation, conducted with a group of 30 seventh-grade students, highlighted the tool's effectiveness in increasing student engagement and improving comprehension of action verbs. Despite some logistical constraints and the limited scope of implementation, the project demonstrated the potential of educational technology to enhance learning outcomes and provided valuable insights for future development and research in the field of educational technologyÍtem Applying the decolonial approach to the second language moodle platform at distrital university(Universidad Distrital Francisco José de Caldas) Palacios Casas , Mónica Liliana; Blanco Calonge , Steven; Garzón Duarte, ElianaThis project addresses the implementation of a decolonial approach to teaching English as a Foreign Language at the Instituto de Lenguas de la Universidad Distrital (ILUD). It focuses on designing and enhancing educational materials for the Moodle platform, specifically for developing the levels: Second Language 1, 2, and 3. The aim is to meet the need for an inclusive and contextualized education that fosters cultural representation and diversity. The project involves reviewing, adapting, and creating interactive instructional modules, integrating gamified tools and innovative pedagogical approaches. A pilot study with 43 students demonstrated that the material promotes autonomous learning and student engagement, highlighting its cultural relevance. The decolonial approach allows students to connect language learning with their own identities and contexts, challenging traditional Eurocentric narratives and promoting inclusion and critical thinking.Ítem Tensiones, desafíos y desplazamientos en estudiantes Zenú en salones de EFLdel Río Rojas, Juliana; Peña Toquica, Laura Vanessa; Bonilla Medina, Sandra Ximena; Bonilla Medina, Sandra Ximena [0000-0002-6625-501X]Inside of ELT classrooms, the connection between culture and identity presents distinctive challenges, particularly for cultural-displaced indigenous students in Colombia. This research aims to explore two main questions: What challenges do indigenous displaced students encounter in EFL classrooms concerning culture and identity? What perceptions arise from these challenges in relation to EFL learning?. By actively listening to the voices of these students, this study seeks to comprehend their perceptions of reality and the expression, transmission, and preservation of their cultural heritage while engaging with the English language as a foreign entity. Drawing from indigenous research paradigms, Critical Race Theory, and TribalCrit, this study embarked on a comprehensive exploration. Through an extensive journey encompassing literature review, immersive experiences within the Zenú community, and methodological frameworks such as the "Talking Circle", we aimed to understand the narratives and perspectives of indigenous displaced students in formal education concerning their process of learning English. Our findings offer insights into the complex interplay between displacement, cultural identity, and English Language Learning, shedding light on the challenges faced by these students and advocating for more inclusive and culturally responsive teaching approaches. Findings revealed four interconnected threads (challenges) such as exploitation of indigenous knowledge, lack of government recognition, endangerment of traditional knowledge, and resilience of indigenous communities which weave together to form a comprehensive understanding of the complexities as a single braid.