Licenciatura en Idioma Extranjero - Inglés
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Item Fostering meaningful learning, focusing on vocabulary skills development through songs as a pedagogical tool in SFL in second graders. Aura Cristina Moreno Viasus Corporacion Universitaria Minuto de Dios B.A in English Language Teaching Faculty of education Bogotá 2015(Corporación Universitaria Minuto de Dios, 2014) Moreno Viasus, Aura Cristina; Herrera Mateus, CatalinaThe research project reported here is a qualitative research focuses on meaningful learning and vocabulary skills development through songs as a pedagogical tool in Spanish Foreign Classroom in second graders. This research was carried out with twenty two students at River View Public School in Canada during ten Spanish lessons. The data collection instruments used were video recording and transcripts, think aloud and students artifacts. During the analysis process was taking into account documentation, identification, organization, categorization of the data, and the connection of the data to show how one concept may influence another. The analysis of data revealed evidence for a major role of relevant cognitive structure in meaningful learning. The findings of this study provide qualified support to Ausubel's teaching approach of meaningful learning and the benefits that students gain by the use of songs as a pedagogical tool.Item Oral communication and interaction: ways to use in the efl class(Corporación Universitaria Minuto de Dios, 2014) Alvarez Rodriguez, Carlos Felipe; Rojas Barrera, Jaime Leonardo; Lalle De los Angeles, CatalinaLas habilidades del habla son elementos importantes y esenciales para la práctica y uso de cualquier lengua, puede representar o mostrar las habilidades obtenidas por el hablante en términos del uso del código lingüístico, estructuras y reglas, conocimientos culturales y metalingüísticos, y otras características aprendidas durante el proceso de adquisición y aprendizaje; adicionalmente, permite al hablante usar la lengua como una herramienta para la comunicación y le da acceso al mundo que le rodea a través de la comunicación e interacción con su realidad. El propósito de este estudio es mejorar la comunicación oral e interacción como herramientas benéficas que puedan mejorar el proceso de adquisición y aprendizaje de una lengua extranjera durante las clases de inglés con los estudiantes de primaria de un colegio privado bilingüe en Bogotá. Para obtener esta meta, fueron realizadas seis (6) sesiones basadas en una orientación de aprendizaje y enseñanza comunicativa, junto con actividades del enfoque de aprendizaje basado en proyectos.El desarrollo de estas actividades quedo evidenciado a través de notas de campo; además se incluyó una entrevista en la cual se identificaron las percepciones de los estudiantes hacia las actividades que se realizaron. Partiendo de estos conocimientos, se evidencia en los resultados que el enriquecimiento de las prácticas de la comunicación oral y la interacción en el aula fomentan el aprendizaje de la lengua extranjera misma en términos de aprendizaje y adquisición, por lo tanto son tópicos a tener en cuenta al momento de plantear nuestras clases y prácticas pedagógicas al momento de enseñar.Item Parents´involvement in their children English extra-classes outside the school(Corporación Universitaria Minuto de Dios, 2014) Lugo Moreno, Mary Alexandra; Moreno Rodriguez, Leidy XimenaEl propósito de este estudio es documentar una investigación acerca de la participación de los padres fuera del colegio. La población que ayudó al desarrollo de este proyecto fueron los padres de los niños que toman el curso extra de inglés en la biblioteca pública de Las Ferias. Tomamos esta decisión considerando nuestra experiencia en la biblioteca, durante el período donde realizamos nuestra práctica en responsabilidad social, teniendo en cuenta que esas clases extras de inglés (educación no formal) dan la oportunidad a los padres de que se involucren en el proceso de aprendizaje de inglés de sus hijos. Con el objetivo de analizar cuál es el efecto de la participación de los padres en el proceso de aprendizaje de inglés en las clases adicionales fuera del colegio, se empezó a investigar diferentes perspectivas de autores acerca de: educación no formal, participación y motivación de los padres y estudiantes para tomar las clases extras de inglés, siendo consientes acerca de las ventajas y desventajas de estos factores de los padres en la educación no formal, y el tipo de motivación que se tiene. Empezamos a observar las actitudes de los estudiantes y padres, comportamiento y otros aspectos durante el curso de inglés en la biblioteca. Con la ayuda de entrevistas no-estructuradas y semi-estructuradas, observaciones y diarios de campo, se pudo recolectar la información que nos permitió descubrir que más padres estaban interesados en el curso de inglés que antes.Item Student’s attitudes through the implementation of different activities enhancing writing and speaking skills in the EFL classroom. Alejandra Ospina Garzón Favian Gutiérrez(Corporación Universitaria Minuto de Dios, 2014) Ospina Garzon, Alejandra; Gutierrez Ramirez, FavianLas actitudes en los estudiantes frente a clases en una segunda lengua es un tema orientado a la motivación y el ambiente en el salón de clases, es por este motivo que pocos autores a nivel Latinoamérica han escrito sus experiencias con el tema y la literatura tratada es dada en otros idiomas diferentes al español-Inglés , por eso este estudio enfoca sus esfuerzos en analizar las actitudes que los alumnos de tercero y cuarto grado de un colegio distrital en Bogotá presentan en el momento de desarrollar actividades enfocadas en las habilidades de producción (hablar, escribir) mediante actividades funcionales y sociales como interacción verbal, escritura espontánea y colaborativa, escritura entre compañeros. La recolección de los datos está dada mediante el uso de herramientas como notas de campo de los profesores, encuestas y entrevistas sema-estructuradas después de cada sesión de la implementación. La tabulación de datos está realizada mediante una tabla de triangulación donde se consigna el fragmento citado analizado, las bases teóricas y una explicación soportada en hipótesis.Item Listening practice through a virtual platform in an EFL Class(Corporación Universitaria Minuto de Dios, 2015) Bohorquez Bejarano, Cintia Stefany; Jimenez Benito, Gerson; Herrera Mateus, CatalinaThe English language learning field nowadays finds itself growing with the emerging new technologies, however it is such a wide field that small parts of it need more attention depending on who is learning the language and its context. To make a contribution to this field this research found some aspects to reinforce in children who are learning English as a foreign language, they presented a need to rehearse their listening skill making their learning more difficult to carry on. As a way to solve the situation this research decided to implement a technological strategy to get seventh-graders to rehearse their listening skills and subs kills looking for the contributions of a virtual learning platform to the listening rehearsal.Item Interests and preferences in students engagement through learning centers(Corporación Universitaria Minuto de Dios, 2015) Espinosa Fonseca, Marieth Yulieth; Jimenez Tejos, Liliana Amparo; Tique Rangel, Lisbeth Samira; Hoyos, MaryluzIn the age of globalization, communication is a relevant aspect that requires efficient and dynamic methods of teaching-learning, which implies a challenge, ever more demanding for languages' teachers. Taking into account that textbooks may not be an appropriate tool for certain contents or in many cases in our country for the lack of these in the classroom, this research project aims to identify the students’ interests and preferences to design material that can be used in Learning Centers, which is a successful pedagogical strategy in some English countries. We as teachers need to bear in mind the interests and preferences in the introduction of different materials in the classroom dynamics to increase students' engagement and motivation in such a way that our students can learn and enjoy English classes at the same time.Item The implementation of visual teaching based activities to develop oral skills in EFL classroom with fifth graders(Corporación Universitaria Minuto de Dios, 2015) Azuero Sanchez, Jose David; Gonzalez, Lilian ; AsesoraThe development of oral skills in students from public schools in primary and secondary education is a fact that concerns English teachers at all levels of education; it is easily perceived that the use of the target language to produce oral responses is different at each stage of the learning process and its complexity varies according to the students‟ needs, their pace of understanding, the content, and what they are required to produce at each level of education. According to the Colombian Ministry of Education, students from public and private schools at all levels of education (kindergarten to eleventh grade) are part of the Program of Bilingualism (2004-2019), and they are expected to reach certain level of English proficiency to be able to manage situations in a globalized society where the English language is the frame of reference.Item The influence of using visual and auditory activities in the E.F.L. Learning in beginner students in a public School in Bogotá(Corporación Universitaria Minuto de Dios, 2015) Rodriguez Rayo, Marfa Rocio; Diaz Franco, MabelThis research project is focused in identifying the influence of the use of visual and auditory activities in the learning process in beginner students from a public school in Bogotá. Thirty students with an average of ten to thirteen years old were participating in the project during six weeks. Outcomes, students’ journals, field notes and observations by teacher researcher to students participating were the data collections to obtain information. Data analysis revealed that the incorporation of visual and auditory activities made easier the learning process motivating students to participate on the lessons improving their English knowledge easier and faster. Besides students demonstrated their attitudes and performance towards the English class through meaningful and attractive activities that promoted a different and better environment where students enjoyed doing through several games, songs and various resources that made easier the foreign language learning.Item Listening and speaking performance differences in participants and non-participants of an immersion classroom in a public school in Bogotá(Corporación Universitaria Minuto de Dios, 2015) Arias Ardila, Laura Ximena; Romero Romero, Luisa Fernanda; Gutierrez, Maria IsabelThe overriding purpose of this study was to identify and analyze the differences in listening and speaking performance of first grades who are divided into two groups: participants and non-participants of an immersion classroom in a public school this program is classified as early partial immersion by a set of features established by (Courcy, 2002) and (Lambert, 1975 ) This study intends to measure the influence of the immersion classes implemented by first time by the ‘Secretaria de Educación distrital’ in its participants and in the listening and speaking skills, therefore over a three-week period, the whole group of participants were exposed to series of listening and speaking activities in a pedagogical intervention based on learners EFL learning processes and some tasks to develop those competences; the second form used to identify the differences among the participants was by directly observing the immersion classes. Participants and non-participants performance were analyzed and compared, we gathered information by using voice and recordings and observations of the immersion classes, in order to find the main differences between both groups of participants. The results indicate that participants of the immersion developed a better listening skill while non-participants are more accurate referring to speaking in the target language. These findings are interpreted as evidenced that early language immersion contributes to the acquisition of listening and awareness of sound, and also the activities designed in the pedagogical intervention reached a significant progress in speaking performances in all the participants, but especially in non-participants of the immersion program.Item Development of teaching competencies through the professional teaching practice(Corporación Universitaria Minuto de Dios, 2015) Lopez Garcia, Adriana Paola; Mancipe Moreno, Nestor Yesid; Sandoval Sanchez, Monica Paola; Villamizar, PaolaThis research reports the findings of a systematization of experiences whose main purpose was to identify the competencies developed by student teachers during their professional teaching practice. In 2014, students from the Bachelor Program in English Language Teaching at Uniminuto University worked as student teachers in Luigi Pirandello and Instituto Técnico Distrital Republica de Guatemala Schools where they had to deal with different situations in the classroom. Teaching journals, semi-structured interviews, and questionnaires, were used as data collection instruments. Findings suggest that context (public or private) is a determining factor when it comes to the development of teaching competencies.Item English vocabulary learning through interactive reading using short stories in ninth graders(Corporación Universitaria Minuto de Dios, 2015) Rodriguez Almanza, Diana Marcela; Tunjo Avila, Cristian Rodolfo; Cely Betancourt, Blanca LuciaThis research project is focused on the description and analysis of the processes of learning vocabulary with the implementation of interactive model of reading by using short stories with topics of interest to students of ninth grade in a private school in Bogota. Ten students participated in the project for more than six months. Among the main sources used to obtain data, field notes, and test artifacts Student`s generated during the process. Data analysis revealed that activities based on interactive reading model allowed the acquisition of new vocabulary to help students understand the stories and engage with the text, the author and the context in which the story was written.Item Positive discipline to manage the students’ behaviors and attitudes in a preschool EFL classroom presented by(Corporación Universitaria Minuto de Dios, 2015) Arenas Diaz, Monica Jesenia; RodrIguez Vega, Jenny Paola; Gonzalez, Lilian Andrea ; AsesoraThe aim of this project is to explore “positive discipline strategies” to manage different students’ behaviors and attitudes in the EFL class of a preschool group in a public school in Bogota. Positive discipline is a model for teaching, which suggests the implementation of some strategies that help teachers to deal the student’s behaviors and attitudes that affect achievement of the English lesson aims. By applying positive discipline, teachers can turn those difficulties into advantages for their lessons in the sense that the classroom becomes a comfortable and appropriate environment for learning. Therefore, preschoolers benefit by being immersed in an environment that fosters students’ development, learning and joy for English without being forced to behave as teachers want and without being reprimanded or treated aggressively. In the research project, we will describe the context where the study is being developed, and how the research question was reached. Then, we will share our exploration of the main visions and perspectives about discipline and how it influences classroom management, which led us to select students’ behaviors and attitudes as the focus of this study, since we needed to identify which of those allow and did not allow to achieve the English lesson objectives. Therefore, the pedagogical implementation of this action research is an exploration of how the positive discipline model and its strategies could be useful for the teacher to manage those students’ behaviors and attitudes that could be present in the classroom.Item Digital natives: a proposal to desing a videogame-based syllabus to develop communicative skills in children(Corporación Universitaria Minuto de Dios, 2015) Rojas Rojas, Ronal AlbertoEngaging and involving our students while learning English as a foreign language is a topic of great interest for teachers. Different strategies and methods are developed in order to provide learning environments where learners can improve their communicative skills and the use of videogames for learning proposed within this research project is not an exception. Applying the use of commercial videogames is not the same as using educative videogames in classroom. For that reason, it was necessary to design a videogame-based syllabus but using videogames produced for entertaining purposes since it was necessary to provide a real engagement in learners without altering the course of the teaching and learning goals, producing learning activities in which learners can feel self-confidence, commitment and self-awareness with the English learning process while having fun.Item Students emotions in the ELT classroom(Corporación Universitaria Minuto de Dios, 2015) Ortega Cediel, German Andres; Paez Suarez, Luis CamiloDuring our practice and observations carried out in Colegio Técnico y Académico Celestin Freinet, we were able to identify the difficulties that the students encounter at the moment of presenting an oral production activity in front of the class, reducing the amount of speaking and the quality of it, making more difficult for the students and the teacher to share their ideas, increasing the frustration that the students might feel. This proposal emerged after the experience that one of the researchers had in a previous school in which some of the students from tenth grade felt overwhelmed by their emotions and were not able to complete their oral presentations in front of the class. The students let the teachers know that fear and shame were behind the way they felt and how the previously mentioned emotions and feelings prevented them from speaking in front of the class.Item "Two Empiric Teachers in an EFL Classroom from Two of schools in Bogotá"(Corporación Universitaria Minuto de Dios, 2015) Sarmiento Echeverria, Tatiana; Cardenas Ortiz, KatherineThis research is focused on two empirics teachers in an EFL classroom where the context is a private school and public school. The purpose of this project is to identify and to describe the EFL didactic strategies that an empiric teacher uses in order to solve and deal with the didactic difficulties found during their EFL class. Therefore, it has been decided to research and describe four important topics that are going to be a contribution to this project: Empiricism and empiricism in education, EFL classroom in terms of an English lesson plan and the teacher’s preparations and EFL difficulties such as resources, classroom management, language teaching and language learning and the last one EFL teaching strategies. These factors are shown through some observation, teacher’s artifacts and an interview where empirics teachers give us their point of view about the experience that they have to face every day in their English classes.Item Uses of teacher´s code switching in the EFL preschool classroom(Corporación Universitaria Minuto de Dios, 2015) Vinchira Andrade, Clara CorinaThis case study presents an analysis of how extent the code switching is used by the teacher in the EFL preschool classroom in a public school in Bogotá, Colombia. The data was collected through recordings and reflective journals; the participants were a group of 30 preschoolers aged between 5 and 6 of a public school in Bogotá. The data analysis presents the reasons of why teacher code switching in the EFL preschool classroom works as a facilitator on the class management. On one hand the mother tongue helps to build rapport it mean a good relation between teacher and students, also facilitate the build of values and behaviors in younger pupils and allows students to feel closer to the teacher promoting their confidence. On the other hand, code switching by the teacher helps in some teacher´s functions as check understanding using mother tongue to test immediately student’s comprehension CODE SWITCHING IN THE EFL PRESCHOOL CLASSROOM 8 and to solve student’s lack of register prioritizing the achievement of activity or lesson objectives.Item Developing critical literacy for second and third graders(Corporación Universitaria Minuto de Dios, 2015) Forero Galvis, Carlos MauricioIn our everyday classroom, we find ourselves frequently questioning our practices, asking how well we have followed the lesson plan designed to introduce students to the contents proposed in the curriculum. My study is based on Action research which as Calhoun (1994) says it is a fancy way of saying let's study what's happening at our school and decide how to make it a better place. I consider that if we are always reflecting on what we could do differently, it can lead us to positive changes in our practices which become beneficial for us as teachers, students, and the institution we all make a part of.Item Uniminuto second semester student´s perceptions about a series of tasks based on song in the pronuncuation clubs.(Corporación Universitaria Minuto de Dios, 2016) Sua Rodríguez, Yeison David; Sepúlveda Blanco, Tania Lorena; Concha Vargas, Sebastian; AsesorThis research project examines a series of tasks based on songs in which they were used as a key factor to deal with pronunciation problems in English inside a Task-Based Instruction (TBI) approach. This action research was carried out at Uniminuto University, a private university in Bogotá with a group of second semester students who belonged to the B.A. in English Language Teaching. The starting point was a needs analysis which revealed the perceptions that such group of students had in regards to an extracurricular space called Pronunciation Clubs offered by such Bachelor Program to its students in order to work on their pronunciation. Therefore, six lessons based on songs inside a TBI framework with communicative tasks were designed and implemented in order to allow students to put into practice the five pronunciation features selected by means of real contexts with real people in different situations. The changes in regards to students’ perceptions about the Pronunciation Clubs, their improvements in regards to their pronunciation, and the benefits of using TBI approach in such Pronunciation Clubs were recorded as the main results of this action research project.Item Use of neurolinguistics on EFL learning process through peisprogram with young learners.(Corporación Universitaria Minuto de Dios, 2016) Hernández Matiz, Kimberly Tatiana; Quintana León, Jenny Alejandra; González Mesa, Pedro Alejandro; Asesor TutorNeurolinguistic is referred to the relation between the brain and the way that it receives the language, understanding that the brain has 6 areas in which it works in order to acquire, process, and communicate the language, each area has a specific function that allows the acquisition of English as foreign language, using a variety of strategies and activities that help the brain to stimulate the individual in order to be involved into the development of the language. This study reports the findings of how neurolinguistic foster the learning of a foreign language through the Program of Integral Education Seduc (PEIS) as a strategy for teaching preschoolers in CONALDI School, using activities that allowed the English learning process on each student and helped them to acquire a new language. Field notes, diaries, video recordings and teacher insights were used as data collection instruments. Findings suggest that working with PEIS program can be useful for kindergarten grade, but always thinking about Colombian context. Therefore, through PEIS program and the use of Neurolinguistic teachers can consider when adapting their classes, also teachers can have an idea about how students can learn using different methods and strategies that PEIS program brings.Item Pronunciation improvement in EFL young learners through phonics instruction.(Corporación Universitaria Minuto de Dios, 2016) Álvarez Rojas, Daniel Felipe; Andrade Chávez, Lilian Lucero; Beltran Herrera, Maria Andrea; Concha Vargas, Sebastian; AsesorThis is a research aiming at finding out how effective Phonics Instructions improve fifth graders pronunciation of two minimal pairs /θ/ voiceless, /ð/ voiced; /I/ short and /I:/ long. Based on the observation done during the first weeks of class at Gimnasio Fray Martín de Porres with fifth graders, we found out that one of students‟ problems in learning English was pronunciation and one useful methods in teaching pronunciation was designing and implementing Phonics Instructions activities, due to Phonics Instruction is a process that involve Multisensory approaches and Learning styles, according to MOUSTAFA (1999), Multisensory Approach or VAKT (Visual-Auditory-Kinesthetic-Tactile) implies that students learn in a smooth way the information when it is presented with different modalities. The participants of this research were 13 fifth graders from Gimnasio Fray Martín de Porres in the second semester of 2015. The method for collecting data in this research was mix research, which consists in numerical and non-numerical data. The instruments used in this research were tests (students‟ oral performance), lesson plans and artifacts. This research contained three moments. The first one was a pre-test, the second one was the implementation subdivided into four stages according to the amount of sounds contrasted and finally a third moment was a post-test.