Licenciatura en Idioma Extranjero - Inglés

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Developing critical literacy for second and third graders
(Corporación Universitaria Minuto de Dios, 2015) Forero Galvis, Carlos Mauricio
In 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.
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 Lucia
This 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.
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, Catalina
The 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.
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, Maryluz
In 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.
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 Isabel
The 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.
Parents´involvement in their children English extra-classes outside the school
(Corporación Universitaria Minuto de Dios, 2014) Lugo Moreno, Mary Alexandra; Moreno Rodriguez, Leidy Ximena
El 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.
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, Mabel
This 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.
Using problem- based learning approach to experience values from a different perspective in the efl classroom
(Corporación Universitaria Minuto de Dios, 2016) Bejarano Beltran, Diana Patricia; Guevara Perez, Diana Yucely; Cely Betancourt, Blanca Lucia ; Asesora
In this research project we are looking a way to teach values in the EFL classroom through of the implementation of some stages of the Problem Based Learning approach. At the same time, this study pretend to show a different perspective to educate human beings not only teaching knowledge but also teaching values that it is important in the integral education of human beings. In order to develop this purpose, we applied a series of activities that involved vocabulary about lack of respect using real situations in which our twenty participants took part of the problem and they tried to find possible solutions.
Using task-based learning approach to foster oral production in 8° graders.
(Corporación Universitaria Minuto de Dios, 2016) Fuelantala Pulido, Dayana Catalina; González Mesa, Pedro Alejandro; Asesor
This research project is focused on the description and analysis of the processes of fostering oral abilities with the implementation of Task Based Learning using speaking techniques in interactive method with a story as a tool in eight graders students in a public school in Bogota. Thirteen students participated in the project for more than two months. Among the main sources to obtain data, questionnaires, researcher observations, students’ portfolios and students recording transcription were used. Through the data analysis it was revealed that students during this pedagogical implementation faced different aspects to improve their English level in class; to do it were used strategies and three techniques implemented in relation with activities such as: minimal responses, talk about English, picture activity-game, guessing activity-game and story activity-game.

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