Licenciatura en Educación Básica con Énfasis en Inglés
URI permanente para esta colecciónhttp://hdl.handle.net/11349/41
Examinar
Envíos recientes
Ítem El uso de materiales auténticos basados en la cultura pop para fomentar la conciencia cultural de los estudiantes universitarios de primer semestre(Universidad Distrital Francisco José de Caldas) Suárez Camelo, Jesús Manuel; Gómez Torres, David Mateo; Montero Londoño, Yanneth CristinaCulture is an integral part of language learning, nevertheless, some programs neglect to include this factor within the scope of their thematic content. For this reason, the present study proposes a series of authentic materials based on United States pop culture, within a didactic unit, to foster the development of first-semester students’ cultural awareness. This action research project, which took place at a University in Bogotá, Colombia, aimed to examine how these materials supported participants' process of discovering different cultural elements within the U.S. context. The researchers also sought to implement and identify possible contributions of inquiry-based learning approach in participants’ cultural awareness development, as the literature suggests that this pedagogical model can foster the understanding of other cultures within a language classroom. The research findings indicate that authentic materials support learners’ cultural awareness development given the culturally imbued content they provide which learners referred to when expressing ideas about U.S. culture.Ítem Diseño de material aplicando el enfoque Big Book, con apoyo de las TIC, para aumentar la motivación en el aprendizaje del inglés en estudiantes de octavo grado en un contexto colombiano(Universidad Distrital Francisco José de Caldas) Ome Barrera, Ingrid Lorena; Vargas Torres, Margarita RosaThis paper outlines the creation process of a big book supported by a website designed to enhance motivation for learning English among high school students in Colombia. Low levels of motivation in these students are perceived as a significant threat to their future professional development. Storytelling, facilitated through a big book, was considered an effective resource for teaching these teenagers. A needs analysis, conducted through document review and interviews, informed the decision-making process. The students' needs were identified based on documents previously developed by the Colombian Ministry of Education. This data was used to create the narrative in the big book and on the website, as these materials were designed to complement one another, along with the classroom activities and the online activities, following a flipped learning methodology.Ítem Hagamos un resumen: Un viaje saludable a través de nuestro cuerpo(Universidad Distrital Francisco José de caldas) Hernández Bayona, Valentina; Torres Clavijo , Mariana Valentina; Gómez Bonilla , Nancy; Gómez Bonilla, Nancy [0000-0001-8275-2609]The purpose of this thesis was to provide a review booklet for Natural Sciences in English, based on the CLIL teaching model. The booklet was created after practical work carried out at a public school in the Venecia neighborhood of Bogotá, when it became apparent that fifthgrade students had low retention of vocabulary used in knowledge activities after short breaks, such as Holy Week. The results indicated that most were between Pre A1 and A1.1. Thus, the exploratory study characterized communicative competence and learning styles in English science classes, choosing four topics from the natural sciences curriculum suggested by MEN (1998) and the CEFR for Colombia, which proposes reaching level A1.2, l, for the “recapitulation and review” experiment. The booklet invites the integration of educational activities and playful strategies into bilingualism through gamification tools and visual and auditory stimuli, which are expected to be of great support to teachers because they stimulate episodic, semantic, and working memory, contributing to the teaching and learning of English vocabulary within the framework of bilingual educationÍtem Utilizar inteligencia emocional para apoyar las competencias de estudiantes bilingües en entornos virtuales(Universidad Distrital Francisco José de Caldas) Romero Arroyo, Fredy Alejandro; Bernal González, Christian Camilo; Bernal González Christian Camilo [0000-0002-6705-7920]This document presents the experience conducted during the "Start Travelers" internship at ILUD, focused on the development of a massive open online course (MOOC) and the implementation of Emotional Intelligence side by side with the English topics. Emotional intelligence is implemented as a passive tool that aids the participants in their learning processes, based on previous investigations that show its impact on mental health and language learning. This project proposes strategies to implement emotional intelligence within virtual courses, considering content and methodologies available during the internship.Ítem Implementación de chatbots en la enseñanza del inglés como lengua extranjera en un colegio de secundaria de Bogotá(Universidad Distrital Francisco José de Caldas) Vargas Castillo, Lina Alejandra; Rincón Duarte, Mileidy; Méndez Lara, Jeisson StevenCurrently, chatbots have the potential to simulate conversations on different topics. While there have been studies that have used chatbots in the classroom, this is still a relatively new topic in the field of education, especially in the context of Latin America. This monograph aims to identify the impact of implementing chatbots in the English classroom and to examine the challenges or benefits that teachers and students may find when using chatbots as a learning tool. This case study involved nine ninth grade students and their English teacher, who used chatbots as artificial intelligence-based conversational tools in the experiment. The analyses revealed the impact of the chatbots on the students' communication skills, their increased motivation to learn, reduced anxiety in the classroom, and the usability of these tools by the teacher. To obtain accurate information to answer the research questions, data were collected through classroom observations, interviews with students and teachers, and student learning portfolios. Therefore, the triangulation of data sources was employed to enhance the credibility, reliability, and transferability of the research findings. Finally, the researchers considered ethical considerations, such as ensuring the anonymity of the participants and preventing plagiarism.Ítem Integración de estrategias neurodidácticas en la producción oral en L2: Un umbral para el desarrollo de la regulación emocional(Universidad Distrital Francisco José de Caldas) Hernández Castañeda, Cristian David; Mantilla Mora, Angie Nathali; Garzón Duarte, Eliana; Garzón Duarte, Eliana [0000-0001-5920-1550]This research focuses on neuro-didactic strategies and emotions to discover how students respond to them. From an educational view, this research explores how implementing neuro-didactic strategies in the EFL classroom impacts students’ confidence in speaking in L2. This study was conducted in a public school in Bogotá with 22 participants, it utilizes pre and post-tests, open-ended questions, and field notes as instruments to gather evidence of classroom speaking performance. The data gathered was analyzed with a mixed-method approach to combine both quantitative and qualitative data; the results showed a 31% increase in students’ comfort level in preparing English presentations and a 20% increase in classroom participation in speaking activities after the intervention. Additionally, there was a 38% increase in students’ application of emotional intelligence strategies. These results indicate that neuro-didactic strategies improve students’ self-esteem and emotional regulation and promote greater fluency and motivation in speaking. Introducing emotional regulation techniques into the classroom helped students overcome their fear of public speaking, significantly improving participation in English class.Ítem Políticas curriculares estandarizadas en Colombia: perspectivas de los docentes en formación sobre los DBAs de inglés(Universidad Distrital Francisco José de Caldas) Pardo Torres, Carlos Daniel; Vargas Torres, Margarita RosaThis monograph examines pre-service English as a Foreign Language (EFL) teachers' perceptions of standardised curricular policies, specifically the English Basic Learning Rights (DBAs), within a Bogotá secondary school, and their subsequent impact on pedagogical practices. Addressing the disconnect between top-down educational mandates and diverse classroom realities in Colombia, this qualitative study investigates teachers' understanding of the DBA document, its practical utility, and their adaptive instructional strategies. Through questionnaires, focus groups, and content analysis of lesson plans and reflective journals, the research reveals a significant tension: while standardization aims for instructional efficiency, it often conflicts with the need for context-sensitive teaching, leading to educator resistance and potential marginalization of linguistic and cultural identities due to inadequate teacher preparation. The findings underscore the need for flexible curriculum design balancing the established guidelines with teacher autonomy, enabling adaptive strategies responsive to diverse learner needs in the Colombian educational landscape.Ítem Proyecto de virtualización de plataforma Ilud(Universidad Distrital Francisco José de Caldas) Naranjo Ballesteros, José Antonio; Bernal Gonzáles , Cristian Camilo; López Forero , Geraldine AndreaSince 2022, the Institute of Languages of the ILUD District University, committed to the teaching of foreign languages, seeks to create and develop virtual programs that promote the learning of a new language, to people who do not know or have an initial level of knowledge about it. To achieve this objective, we propose, as students of the Degree in Foreign Languages with an Emphasis in English, to make our theoretical, practical, and didactic knowledge of English language teaching available for the review and design of the material that will be part of the virtual platform and their respective distribution on the MOOC platform. This virtual platform, Massive Open Online Course - MOOC has 3 units that implement the "Star Travelers" project, which presents an approach to the English language to people with an initial or no English language level. The purpose of the course is to give elemental bases of language to involve the users to continue their process in the institute programs.Ítem Factores de deserción en los proyectos curriculares de la facultad de ciencias y educación de la Universidad Distrital Francisco José de Caldas(Universidad Distrital Francisco José de Caldas) Martínez Mora, Yeisson José; Lozano Camargo, Jhon Edison; Venegas Hernández, Aurora AdelaidaStudent attrition in the Curricular Programs of the Faculty of Science and Education at Universidad Distrital Francisco José de Caldas represents a challenge that affects both students’ academic development and the fulfillment of the institution’s mission, resulting in the loss of human and financial resources. This internship project aims to analyze, through quantitative and qualitative approaches, the socioeconomic, academic, adaptation, and institutional support factors that influence the decision to abandon studies, with the goal of identifying trends that can serve as a basis for designing strategies to promote student retention and academic success. It addresses the research question: What factors are associated with student attrition, and how do they interfere with the retention and advancement of undergraduate students? The project provides key information for the development of policies and programs that optimize resource use, strengthen student support, and mitigate attrition.Ítem Reconfiguración de la planificación de lecciones de idiomas extranjeros para su aplicación eficaz en entornos de aprendizaje virtuales(Universidad Distrital Francisco José de Caldas) Pinilla Granada, Omar Andrés; Venegas Hernández, Aurora AdelaidaIn recent years, the shift towards virtual learning environments has necessitated a reevaluation of traditional approaches to lesson planning, particularly in the context of foreign language acquisition. This project explores the challenges and opportunities associated with adapting foreign language lesson planning processes for virtual settings. Drawing upon pedagogical theories and technological affordances, it proposes a framework for effectively designing and implementing virtual language lessons. Key considerations include leveraging multimedia resources, promoting interactive and communicative tasks, addressing individual learner needs, and fostering a sense of community and collaboration. By reconfiguring lesson planning processes to align with the unique characteristics of virtual learning lessons, educators can enhance the effectiveness and engagement of foreign language instruction in online settings.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.