Licenciatura en Educación Básica con Énfasis en Inglés
URI permanente para esta colecciónhttp://hdl.handle.net/11349/41
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Ítem Grab your Guitar : un Mooc para profesores de inglés como lengua extranjera para promover el uso de la música en el aula(2024-04-08) Macías Basto, Andrés Felipe; Rozo Rodríguez, Paula Andrea; Posada-Ortiz, Julia Zoraida; 0000-0001-8919-5286Grab your Guitar is a Massive Open Online Course (MOOC) designed to raise awareness of Colombian musical richness and its methodological possibilities in the English as a foreign language (EFL) classroom. Throughout the course, there are different modules that cover topics such as Colombian music history and its characteristics, recommendations for using music in the classroom and different methodologies to combine music and EFL teaching. The course is addressed to English teachers with a proficiency level between B2 and C1 according to the Common European Framework of Reference (CEFR). The course was piloted with 6 teachers who developed the activities and contributed to its improvement by completing a satisfaction survey and writing a reflective journal on the Padlet platform. The comments expressed by the teachers showed the positive impact that the MOOC had in terms of promoting Colombian music cultural awareness and the use of different music-based methodologies and materials in the EFL classroom. For that reason, it is concluded that Grab your Guitar might represent a significant and useful tool for EFL teachers to innovate and be aware of the benefits of the music in their teaching practices.Ítem Revisión de la decolonialidad dentro de las consideraciones de los programas de formación para profesores de la lengua Inglesa: pensamiento decolonial como una posible base para las identidades de los futuros profesores de inglésLemus Cárdenas, Leidy Natalia; Garzón-Duarte, Eliana; Garzón-Duarte, Eliana [0000-0001-5920-1550]The present research study aims to recap and explore the different ways in which English Language Pre-service Teachers could add themselves to decolonial thought regarding their in-building teacher identity and teaching practice. In doing so, narrative inquiry principles will be followed to listen, collect, and analyze the experiences of three sample populations: pre-service teachers, teacher educators, and language teachers. Those experiences would be directed and analyzed toward the different perceptions they have about the implications of including alternatives, such as decolonialism in English Language Teacher practices, Language Teacher identities, and the ELT field. The results gathered showed that there is a need for English Language Pre-service Teachers to receive an education that includes reflective, inclusive, and transformative methodologies, which would impact, not only the construction of the professional being along the teacher program they are into, but also the performance they will have when teaching. For that reason, a proposal for an alternative space that looks for the inclusion of dialogue and reflection strategies based on methodologies such as decoloniality and similar ones is presented, aiming to help English Language Pre-service teachers to re-signify how English language can be taught based on a Colombian context, by prioritizing the local culture, history, identity, traditions, knowledges, and voices.Ítem Inglés para profesores no bilingües de escuela primaria: un programa de formación docente para apoyar el eflMotta Romero, Jesús David; Sierra Franco, Mónica; Cabrejo Ruiz, Pedro Adolfo; Cabrejo Ruiz, Pedro Adolfo [0000-0001-5353-0695]The Colombian educational system gives great importance to English in primary education. It is established that English must be taught for five years, from first grade to fifth grade, in both public and private schools. At the end of the fifth academic year, students must reach level A2.1, corresponding to basic level 1 of English proficiency. To achieve this, the government has created projects such as the Colombia Bilingual Program, which seeks to promote the use of English in all educational institutions. In 2016, the Suggested English Curriculum for primary education was created, providing tools for teachers to achieve learning objectives. This document divides the contents into four modules and includes prior knowledge and objectives useful for the teaching and learning process, considering the different grades of primary school. Despite the existence of these resources, in practice it is observed that non-bilingual teachers tend to focus on formal English with an emphasis on grammar, neglecting other methodologies and approaches. This could explain the lack of diversity in English teaching in the real context.Ítem Ansiedad al hablar una lengua extranjera mediada por la instrucción diferenciadaBernal Velásquez, Estefanía; Bonilla, Fabio; Bonilla, Fabio [0000-0003-4553-4818]This qualitative research investigates the Differentiated Instruction (DI) approach as a method to address anxiety in English speaking as a second language (ESL) in Colombian eighth-grade students. The data was obtained from a group of 12 eighth-grade students from the Sorrento District Educational Institution in Bogotá, Colombia, through questionnaires, student notes, and surveys. This study examined differentiation methodology strategies for coping with English learner's speaking anxiety. The data was analyzed through qualitative action research. The result of the analysis revealed that ESL students who suffered from conversational anxiety reduced their fear of speaking when differentiated instructional strategies were applied to their learning processes. Finally, getting interested, understanding while having fun and working and learning together were cycles implemented under the principles of differentiated instruction. In conclusion collaboration, the use of language-based games, roleplays, and allowing learners to work at their own paces were strategies that helped eighth-grade students reduce their anxiety when speaking English.Ítem Colingual: una aplicación interactiva para el aprendizaje contextualizado de vocabularioBustamante Morales, Paula Andrea; Martínez Martínez, María Fernanda; Lopez Delgado, GladysDuring the last few years, the evolution of technology has had an essential impact on the education field and society in general. Throughout the pandemic, students and teachers made technology their ally by using various tools and platforms to learn, including web pages. This paper is a result of our experience in teaching practices in secondary school. The purpose is to design a new technological tool that will help students and teachers reinforce vocabulary through different units in the educational tool based on the Colombian context. Functional linguistics and the technology field were considered for the creation of the project, which will provide a better understanding of the purpose of the present work.Ítem Project based learning, motivation and visible thinkingCárdenas Galindo, Luisa Fernanda; Garzón Duarte, ElianaThis qualitative research study focused on exploring the pedagogical and methodological interactions between the PBL approach and Thinking Tools, inquiring on its impacts on student motivation and the development of thinking skills. The research was conducted with 20 fourth grade students in a Foreign Language Learning contexts in a primary school in Bogotá, Colombia. The main objective of this research study was to explore the type of responses, related to thinking skills, generated by students when being engaged in EFL classes, and how thinking skills can be developed through the implementation of the PBL approach. For the pedagogical implementation, the students were given a project to work during the semester. They were involved in the whole process of deciding how every step was being developed. Also, they used various thinking tools through the implementation of the project. As research developed, fieldnotes and participant observation was used for data collection. Main findings reveal that, to improve student engagement, while thinking skills are developed, teachers must have a broad perspective to understand how the PBL approach, using Thinking Tools, can benefit from connecting students interests and perspectives on their surrounding world.Ítem The use of graphic novels and comics to enhance reading comprehension skills in L2Leal Mozo, Janis Gabriela; Rivera Giraldo, Jhojan Sneider; Montero, Yanneth CristinaSince reading plays a crucial role in the language learning process, and the development of strong reading comprehension skills is vital for achieving proficiency in the target language, this mixed-method study aims to explore the use of comics and graphic novels as an alternative to traditional texts to actively engage students in reading. The primary objective is to enhance students' reading comprehension by improving their inference skills, thereby making a valuable contribution to the existing literature on the advantages of teaching students how to draw inferences. This action research was conducted with eleventh-grade students and involved a three-stage process: a pre-reading comprehension test for diagnostic purposes, a pedagogical intervention focused on teaching students the techniques and appropriate moments for making inferences, and a post-reading test to assess the expected progress in their reading abilities. The qualitative data for this study was collected through reflective journals maintained by the researchers, which will be subsequently combined with the test scores to provide a comprehensive analysis of the results.Ítem Uso de podcasts para mejorar las habilidades de escucha en estudiantes de lenguas extranjeras con nivel intermedioCarrillo Sánchez, David Hernando; Vargas Alarcón, Ivanna Valentina; Candia Hurtado, Martha CeciliaAudio resources have been implemented in English language teaching to tackle mostly listening, one of the main four skills, yet podcasts have not been explored enough in English lessons. This research project investigates the comparison of qualitative data obtained from surveys handed to first-semester language bachelor's degrees related students, where they’ll score their experience using scripted audio conversations and podcasts. The results of this research and feedback that were obtained during the pedagogical intervention. show evidence of the effectiveness of podcasts regarding listening proficiency. Furthermore, teachers are encouraged to use podcasts as a technological option to support language learning, where proper guidance and full potential is promoted within English students.Ítem La gamificación como herramienta para practicar la expresión oralHerrada Buitrago, Laura Camila; Ramos Riaño, Laura Carolina; Montero Londoño, Yanneth CristinaGamification has become a popular strategy in recent years. It proposes using game elements in other contexts, including as a pedagogical tool for developing speaking skills. Some researchers have shown that using gamification as a teaching method can increase student motivation, create more dynamic classes, and engage students with their learning process. To test the effectiveness of gamification in different contexts, this study aims to prove its usefulness with a population of tenth-grade students in a public school in Bogotá. The study uses strategies that promote enhancement and motivation, as well as collaborative work and gamification elements.Ítem Exploring educational practices of humanities educators to enlighten the ELT context in building citizenship.Bernal Reyes, Sebastian Alejandro; Bonilla, Sandra Ximena; Bonilla Medina, Sandra Ximena [0000-0002-6625-501X]Nowadays, in a globalized world, the role of English language education should extend beyond language proficiency. In an attempt to develop a proposal that goes in that direction, this research study explores the perception and interpretations of citizenship within the educational practices of humanities educators in a private school in Bogotá. The study aimed to investigate how the educational practices of humanities teachers can contribute to the development of citizenship in ELT. Through a comprehensive literature review, the study identifies the theoretical foundations of educational practices, citizenship, and its relevance to ELT. The research also includes a qualitative multiple case study, considering that for the objective of this study, it was necessary to explore from the real context. The research utilized a semi-structured interview and teacher logs to collect data from the participants. The findings suggest that ELT can play a significant role in developing citizenship by providing students with the language skills necessary for communication and collaboration in diverse and multicultural contexts, fostering critical thinking, empathy, and intercultural competence. Moreover, educators can facilitate the development of citizenship in ELT by incorporating democratic values and social justice issues into their educational practices. However, the integration of citizenship education into ELT may require additional training and support for teachers, as well as the development of appropriate materials and assessment tools. The study concludes that the educational practices in ELT should not only focus on language proficiency but also on developing students' abilities to use language in social and civic contexts with the purpose of building citizenship.Ítem A primer E-Book for listening and speaking based on local knowledgeAcosta Rojas, Erika; Barrera Cárdenas, Danna Valentina; Candia Hurtado, Martha CeciliaThis paper describes an ongoing project that consists of the elaboration of an innovative and interactive e-book on the English learning process in adolescents. This study explores issues related to Colombian culture and the reinforcement of listening and speaking with it. Participants are beginner ELL between 12 and 15 years old. The inquiry will employ surveys, interviews, and participants’ reflections. Data will be analysed using multi-angle observations, the principles of axial codification, and discourse analysis. Initial hypotheses suggest that the development of identity and patriotic love can be affected when teachers only use external cultures for learning. It is also established that speaking and listening need reinforcement since there is not too much attention to these skills. This project expects to enhance the learners’ perception of their own culture as they develop the target language through the e-book.Ítem Producción oral dentro de un marco de aprendizaje basado en la indagación: un estudio con estudiantes principiantes de la lengua inglesa (ELL)Arroyo Medina, Astrid Johana; Romero Campos, Pamela Viviana; Candia Hurtado, Martha CeciliaThe present paper reports the internship project performed within ninth-grade students of the public school Colegio Sorrento IED. This internship explores the implementation of Inquiry-Based Learning (IBL) to promote English language oral production among beginners through activities and topics based on their context. The intervention was carried out with two ninth grade courses, with different English levels, and group attitude. This internship uses interviews, observations, and journals as instruments that gather information about students' performance and experience during each IBL cycle. The findings relate to learning the English language from an Inquiry-Based perspective. This approach allowed students to be more attentive and more engaged in the activities due to the topics worked on since they were curious to explore and investigate on their own. Therefore, students developed non-communicative skills that decrease their nervousness and lack of confidence. General discussion leads to the conclusion that exposing students to speaking activities is a process that requires time to enhance oral production.This paper may impact the teaching community, providing a perspective about strategies and methods based on inquiry in the learning process.Ítem Ser un profesor de inglés en formación en tiempos de Covid-19: un estudio narrativoValencia Revelo, Gabriela; Aldana Gutiérrez , Yeraldine; Aldana Gutiérrez, Yeraldine [0000-0001-6655-2041]Pre-service English language instruction is fraught with tensions between academic goals at the university and those at the school. These conflicts were exacerbated by COVID-19 contingency. This critical qualitative narrative study aimed to understand three aspiring English language teachers’ perspectives they designed pedagogical innovations during their teaching practicum in the context of remote education. Data were gathered through semi-structured interviews and analyzed using grounded theory principles. Results show experiences before, during, and after the practicum. They serve as examples of both formal and experiential knowledge-based methods for practicum, as well as concern over the introduction of schoolteachers or supervisors. Finally, findings echo reflections from aspiring teachers’ lived experiences during teaching practicum. Conclusions call for agreement between the processes involved in language teaching development and academic needs, as well as pre-service teachers' autonomy for the enrichment of practicum.Ítem Identidades de género disidentes en la clase de inglés como lengua extranjera: de la normatividad de género a pedagogías transformadorasCortés Segura, Miguel Ángel; Gómez Ortiz, Yeltsin Davidson; Garzón Duarte, Eliana; Garzón Duarte Eliana [0000-0001-5920-1550]This research proposal problematizes the exclusion that gender-dissident individuals face in the educational context, particularly pre-service teachers at an Initial English Teaching Education Program (IETEP) in Bogotá. For the literature review we discuss how the educational context, particularly the English as a Foreign Language (EFL) classroom, has fixed practices that reproduce Gender Normativity. In the methodology, we propose Participatory Action Research (PAR) as an approach that allows us to collectively share educational experiences with other gender-dissident classmates. Then, we think of pedagogical orientations to transform the EFL classroom into a space that deconstructs gender binarism. For the first part, we gather educational experiences from some classmates to identify gender normative practices in the EFL context. For the second part, we converse collectively to propose pedagogical orientations that may transform Gender Normativity. As a result, we present a booklet that considers transformative possibilities in the EFL classroom to deconstruct gender binarism.Ítem TIC: uso de instagram para promover micro-habilidades de lectura para mejorar resultados ICFESRobles Arqueque, Mileidis; Prieto Pérez, Fabián Gonzalo; Méndez Rivera, Pilar; Méndez Rivera, Pilar [0000-0001-9284-4611]The following document is part of an intervention that seeks to explore the possibilities of the use of Instagram in English language classes as an academic tool for teenagers, who are between 14 and 16 years old, those are 11th graders students in the Bilingual school San Juan de los Pastos located in Bogota D.C. The purpose of this internship was to find technological alternatives, related to social networks which are very popular among teenagers, in order to improve English reading skills, mostly reading micro-skills, in a way the population could find fascinating and useful. Instagram was chosen, keeping in mind that it is a mobile-oriented, photo/video-sharing social network site, this tool is not just about sharing pictures or conveying content, since it also could play an important role for educational purposes. This internship will be focused mainly on textual content such as tags, likes, discussions with comments, and academic network relationships. A quantitative method based on questionnaires that consist of a set of questions that were taken from the ICFES web page “cartilla de ingles 2021 and 2022”. We can study the effectiveness of the use of this tool to enhance ICFES results in a friendly and kindly environment in which the student’s immediate context was taken into account in order to find a great potential for making Instagram an important material and resource for the English language teachers and students.Ítem Creation of a picture book as educational material for ruural primary schoolArévalo Wiesner, Daniel Francisco; Guevara Cortés, Lizeth Natalia; Posada Ortíz, Julia Zoraida; Posada Ortíz, Julia Zoraida [0000-0001-8919-5286]This paper documents the creation of a picture book that helps preserve Colombia's rural culture and serves as educational material for rural primary schools. The study argues theoretically the use of fables as an educational tool for educating about different cultural traditions and as an input for English language teaching. This research project presents a decolonial and transformative perspective on learning English by broadening the approach to include the same language and it helped to develop the identity of the participants and their cultural awareness. Finally, in the different phases of the methodology, it can be evidenced that the students’ stories and productions were adapted into the final product of this visually and easily accessible picture book.Ítem Apoyo a estudiantes de ILE utilizando música y canciones como herramientas pedagógicas, basado en el programa YMCA FUN CLUBSHerrera Riaño, Edixon Fabian; Venegas Hernandez, AuroraThis internship document aimed to support EFL students using music and songs as pedagogical tools, based on the YMCA Fun Clubs Program, trying to generate positive emotions in the English classroom through the icebreaker stage. During the intervention, activities inspired by the Dalcroze method were included, which was key to guiding the activities with music and generating positive responses in the students, generating body awareness that encouraged them to use the target language effortlessly, improving their learning experience. of EFL and results in oral and written tests in English. The collected, analyzed and compared data were based on qualitative research, establishing a double paradigm, in which final results (weekly and monthly report, surveys, oral and written tests) of Groups I (intervened group) and Group II were evidenced (without intervention). At the end, conclusions are shown about the relevance, limitations and recommendations for the application of this method with the student population of the municipality of Fusagasuga.Ítem El fortalecimiento de la producción oral por medio del aprendizaje basado en proyectos haciendo uso de temas de la educación ambientalSánchez Barreto, Daphne Duvane Danile; Rey Romero, Lorenn Thatianna; Carrilo Cruz, Carlos EnriqueThis research project aimed to analyze the impact of Project-Based Learning at strengthening Oral Production in a group of thirty-five EFL eighth graders while using Environmental Education topics. This project used an action research approach with a qualitative research paradigm. Diaries, surveys, transcripts of students’ oral performance and rubrics were used as instruments to collect data. The data coding obeyed a deductive approach and it was analyzed through Content Analysis Coding. As part of the conclusions, it was determined that there was a neutral impact in students' oral production skill, but particularly positive associated with pronunciation and lexicon. Nonetheless, there is still a lot of work to do inside of the EFL classroom, in order to boost students' skills and improve their education.Ítem Abordando temas sociales a través de un libro electrónico interactivo de inglés como lengua extranjeraPeñuela Agatón, Jhonnier Farid; Penagos Usaquén, Jaiber Daniel; Pardo Castañeda, Daniela; Rubio Cancino, Eliana MaríaAddressing Social Issues Through an Interactive EFL E-Book is a project designed to create an English e-book targeting A2 level students, focusing on prevalent social issues like gender and bullying. The primary objectives include addressing these issues in students' contexts and evaluating the e-book's impact on enhancing critical thinking skills. The project successfully achieved these objectives, revealing the e-book's effectiveness in promoting critical thinking and enriching students' awareness of gender-related social issues. It also emphasized the importance of discussing positive masculinities. Additionally, the e-book contributed to improved language skills, demonstrating enhancements in reading, writing, speaking, and vocabulary acquisition related to sexism and discrimination. Overall, the project underscores the significance of addressing social issues in education, showcasing the potential of interactive e-books to enhance both critical thinking and language skills for students and teachers alike.Ítem CLIL lessons: a means to foster both environmental awareness and integrated skills in an EFL classroomGómez Muñoz, John Sebastián; Candia Hurtado, Martha Cecilia; Candia Hurtado, Martha CeciliaThis document presents an action research project that studies the impact of using the CLIL (Content and Language Integrated Learning) approach in EFL lessons to foster both environmental awareness and integrated skills in tenth graders. The participants of this project were tenth graders whose ages were between 13 and 17 years old from a public school in Bogotá, Colombia. Three cycles of pedagogical intervention during this research were held, where the data collection instruments were surveys, artifacts, field notes, audio and video recordings, and interviews. The data analysis revealed that students showed improvement of both their English language skills and their concern in regard to environmental themes. The main conclusion was that CLIL, as a teaching approach, not only served as a means to develop skills integrally, but also helped the learners realize that through foreign language learning they could reflect on the environmental problems that affect people’s lives and surroundings