Entendiendo las prácticas de lectura y escritura de los estudiantes de grado once a través del aprendizaje por proyectos

Abstract

This article presents the results of an applied research study whose purpose was to understand how reading and writing practices in English arose when a group of eleventh graders from a public school in Bogotá began reading Grimm’s Fairy tales in project-based class sessions. The findings suggest that there were some growth in students’ writing and reading comprehension skills. Students were also able to expand their range of vocabulary, expressed their opinions, explore their creativity, and strengthened their organizational and social skills through group work. If was also found that certain features of Project-based work such as: Student voice and choice, group work, awaken students’ interest for a specific topic and assessment helped students to feel motivated towards the classes and become active agents in their own learning process.