CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS - UNIMINUTO 

FACULTAD DE EDUCACIÓN 

 

 

 

 

 

LICENCIATURA EN IDIOMA EXTRANJERO-INGLÉS  

 

 

CLAP - COLLABORATIVE LEARNING AMONG PEERS 

 

 

 

 

 

Authors: Luisa Fernanda Bonilla Ocampo 

Daniela Fernanda Garcia Monroy 

Miguel Angel Gonzalez Mahecha 

Tutor: Blanca Lucia Cely Betancourt 

 

 

 

 

 



 

 
Bogotá, 2021 

 

CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS- UNIMINUTO 

FACULTAD DE EDUCACIÓN 

 

 

LICENCIATURA EN IDIOMA EXTRANJERO-INGLÉS 

  

 

CLAP - COLLABORATIVE LEARNING AMONG PEERS 

 

 

 

Research Group: Bachelor in early childhood education 

 

Research Line: Academic and Practice  

 

 

Authors: Luisa Fernanda Bonilla Ocampo 

Daniela Fernanda Garcia Monroy 

Miguel Angel Gonzalez Mahecha 

 

 

Advisor: Blanca Lucia Cely Betancourt 

 

 

October   



 

Acknowledgment 

 

In the first place as a team, we want to recognize the effort that each one of 

us has put into this project, the dedication, ideas, interest, and the support that all of 

us contribute. Since the beginning, we have been working together, bringing this 

proposal where it is now. We want to express our gratitude to each teacher who 

participated in our project and the development of this marvelous space that would 

transform the lives of many students. The guidance of our tutor Blanca Lucia Cely 

Betancourt elucidates our perspective and manages with her experience the creation 

and ejection of this project; the teacher Flor Manrique that was important with the 

support of her ideas, and invaluable comments. We also want to thank our family, 

parents, siblings, and friends who have been in all the journey of our career and 

have left us their support and knowledge in some way.  

We want to dedicate this success to all our effort on learning that we have 

been through during our career, to all the teachers that were involved in it, that have 

a real interest in teaching, and have the vocation to do this because of them we 

change our mind and perspective and learn to love our profession. Also, we want to 

thank them for giving us inspiration and motivation to continue achieving our goals 

since they always believe in us to do it and especially for giving us some of their 

knowledge to build our own. We want to thank our families; they were our support to 

continue reaching our goals. And finally, and not least, thanks for ourselves, we three 

have faced many things through our degree, and we have always been together.  



 

Dedication 

“Let us remember: One book, one pen, one child and one teacher can change the 

world” - Malala Yousafzai 

 

To my parents and my sister, for their support and love, for believing in me, 

for helping me to reach my personal aims. I also dedicate this to my beloved Spanish 

teacher Nubia who taught me the value of teaching others. Finally, I want to dedicate 

this systematization to my best friends and family that animated me to continue. 

- Miguel Gonzalez  

 

I would like to dedicate my work to all the people that leave a mark in my path 

until here, my parents, my brother, my close friends, the teachers that inspire me 

with their devotion to this career because thanks to all of them I could be here and I 

could understand the importance of this profession to change the world. 

- Daniela Monroy 

 

To my parents, brothers, and boyfriend who have been my support during all 

my process at the university, to help me to become a better person day by day with 

their advices and comments that help me to grow up as a better citizen and human 

being. Also, my brothers motivated me to be a better teacher as they are.  

- Luisa Bonilla 

 

 



 

Jury Acceptance Sheet 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

Table of content 

Acknowledgment 3 

Dedication 5 

Jury Acceptance Sheet 6 

Table of content 7 

Figures Index 10 

Abstract 12 

Resumen 13 

Introduction 15 

CHAPTER I 18 

1. Contextualization 19 

1.1. Macro context. 22 

1.2. Micro context. 23 

1.3. Description of the subjects 25 

2. Thematic of the Pedagogical Practicum 26 

2.1 Teaching Practicum Description 28 

2.2 Justification 29 

2.3 Objectives 31 

2.3.1 General Objective 31 

CHAPTER II 32 

3. Theoretical Framework 33 

3.1   Previous studies 34 

3.2 Theoretical framework and theoretical referents of the systematization of 
pedagogical practicum 38 

3.2.1 RPT (Reciprocal Peer Tutoring) 38 

3.2.2 EMI  (English as a Medium of Instruction) 40 

3.2.3 Flipped learning (aula invertida) 41 

3.2.4 CLIL (Content and Language Integrated Learning) 43 



 

3.2.5 English for specific purposes 45 

3.3 Systematization of pedagogical practicum 46 

3.4 Theoretical framework of the topic of systematization of pedagogical practicum
 46 

3.5 Pedagogical practicum 49 

CHAPTER III 50 

4.  Methodological Framework 51 

4.1   Strategy or type of systematization of the pedagogical practicum 51 

4.2   Steps to carry out the systematization of the pedagogical practicum 53 

4.2.1 Seeing 53 

4.2.2 Judging. 55 

4.2.3 Acting. 55 

4.2.4 Creative return 57 

4.3 Planification of the systematization and the practicum 58 

4.3.1 First semester 58 

4.3.2 Second semester 65 

4.3.3 Reflection 70 

4.4 Data collection 71 

4.5 Analysis and interpretation of experience and data 78 

4.6 Socialization 80 

4.7   Chronogram 80 

4.7.1 Activity Planning 81 

CHAPTER IV 84 

5. Systematization of pedagogical practicum 85 

5.1 Analyzing the information and Instruments of Data Collection collected from the 
pedagogical practicum 85 

5.2 Organization of the information (collected in practice) 86 

5.3 Critical interpretation of expected and unexpected results 87 

5.4 Conclusions 88 

6. Evaluation of the systematization 89 



 

6.1 Miguel Angel Gonzalez Mahecha - Author 90 

6.2 Daniela Fernanda Garcia Monroy - Author 90 

6.3 Luisa Fernanda Bonilla Ocampo - Author 91 

6.4 Blanca Lucia Cely Betancourt - Tutor 92 

References 92 

Annexes 97 

1. Testimonial videos: 97 

2. Folder with students experiences and projects: 95 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

Figures Index 

Figure 1: Syllabus 2021-1                                                                                    56 

Figure 2: Lesson plan example 2021-1                                                               57 

Figure 3: Flipped material example 2021-1                                                        58 

Figure 4: Example student’s evidence, Miguel class 2021-1                            59 

Figure 5: Example student’s evidence, Daniela class 2021-1                           59 

Figure 6: Example student’s evidence, Luisa class 2021-1                              60 

Figure 7: Award given to the students who participated during 2021-1          60 

Figure 8: Example survey to compile experiences 2021-1                               60 

Figure 9: Syllabus 2021-2                                                                                     61 

Figure 10: Lesson plan example 2021-2                                                             63 

Figure 11: Flipped material example 2021-2                                                       64 

Figure 12: Example student’s evidence, Miguel class 2021-2                          65 

Figure 13: Example student’s evidence, Daniela class 2021-2                         65 

Figure 14: Example student’s evidence, Luisa class 2021-2                            66 

Figure 15: Students registered in CLAP 2021-1                                                 68 

Figure 16: Students registered and amount of them in each class 2021-1     69 

Figure 17: Students who finished the project 2021-1                                        69 

Figure 18: Students registered in CLAP 2021-2                                                 70 

Figure 19: Students registered and amount of them in each class 2021-2     70 

Figure 20: Students who finished the project 2021-2                                        70 

Figure 21: Syllabus example 2021-1 CLAP                                                         71 

Figure 22: Google Drive fields to compile information 2021-1                         72 



 

Figure 23: Google Drive fields to compile information 2021-2                         73 

Figure 24: Students experience compilation survey                                         74 

Figure 25: Topic names worked during 2021-1                                                  77 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

Abstract 

 

This project promotes the creation of new academic spaces where students 

can learn and share their knowledge with their peers. Indeed, this document 

compiles the experiences of each student (early childhood education and English 

bachelor) that had participated, and it gathers their work. CLAP (Collaborative 

Learning Among Peers) corresponds to a new academic space in which students 

from the bachelor’s in early childhood education developed activities that motivated 

them to learn English, improve their language skills, use their knowledge about 

children methodologies in English classes and the comfort to express themselves.  

The project developed the following methodologies as RPT (Reciprocal peer 

tutoring), EMI methodology, ICLHE (Integrating content and language in higher 

education) and Flipped learning (inverted classroom). Furthermore, the use of those 

methodologies favored a better relationship between the students. Also, you will find 

the description step by step about how a CLAP session was, how the creation of 

lesson plans was about, and the evidence that we collected from students of Early 

Childhood Education. Hence, the analysis that was getting after this experience 

comprises our educational learning through relevant learning. The social impact that 

this project has promoted in each of the students contributed to motivating the active 

participation and a real interest to learn a second language from their degree that 

would take part in their professional development. The final results denote the 

student’s evolution, showing their work through the first and the last evidence; 

students learn from students was an interesting dynamic that became possible to 

enjoy learning and teaching. They learnt how to develop different activities for 



 

children in a foreign language, and we learnt how to apply our knowledge of English 

in classes that require an activity for young learners.  

Keywords 

Collaborative, RPT, students, conversational, learning, second language 

 

Resumen 

 

Este proyecto promueve la creación de nuevos espacios académicos donde 

los estudiantes puedan aprender y compartir su conocimiento con sus pares. 

Ciertamente, este documento recopila las experiencias de cada estudiante 

(Pedagogia infantil y licenciatura en lenguas extranjeras con énfasis en inglés) que 

ha participado y recoge su trabajo. CLAP (Collaborative Learning Among Peers) 

corresponde a un nuevo espacio académico en el cual estudiantes de la licenciatura 

en pedagogía infantil desarrollan actividades que los motivan a aprender inglés, 

mejorando sus habilidades en el lenguaje, usar su conocimiento en metodologías 

usadas con chicos usando el inglés y la comodidad de expresarse. El proyecto ha 

desarrollado algunas metodologías tales como RPT (Reciprocal peer tutoring), 

metodología EMI, ICLHE (Integrating content and language in higher education), 

metodología CLIL, y aula invertida. Además el uso de esas metodologías 

favorecieron a una mejor relación entre los estudiantes. También, se encontrará la 

descripción paso a paso de cómo es una sesión de CLAP, cómo era la creación de 

las planeaciones, y las evidencias que fueron recolectadas de los estudiantes de 

Pedagogía infantil. Aunque, también el aprendizaje que fue compartido durante 



 

estos espacios, por lo tanto, el análisis que se obtuvo  después de esta experiencia 

se compone de nuestro aprendizaje educacional a través de una práctica real. El 

impacto social que este proyecto ha promovido en cada estudiante contribuye a 

motivar la participación activa y un interés genuino de practicar una segunda lengua 

desde sus carreras que haga parte de su desarrollo profesional. Los resultados 

indican la evolución de los estudiantes, mostrando su trabajo a través de la primera 

y última evidencia; estudiantes aprenden de estudiantes fue una dinámica 

interesante que llegó a ser posible disfrutando  de aprender y enseñar. Ellas 

aprendieron a desarrollar diferentes actividades para niños a partir del inglés y 

nosotros aprendimos a aplicar los saberes que tenemos en inglés en clases que 

requieren la intervención de metodologías para niños.  

 

 

Palabras claves 

Colaborativo, RPT, estudiantes, conversacional, aprendizaje, segunda 

lengua 

 

 

 

 

 



 

Introduction 

 

 

Initially, in this document, you will find the process of the professional 

practicum in CLAP put in practice from March 5th to May 24th, 2021-1, to September 

1st to November 22nd, 2021-2. To point out, It has four different phases. The first 

one is “to See”, where we put all the contextualization of this training, where we 

describe the things that happened through the process, the participants, and the 

roles that each one develops. Indeed, we the preservice teachers were the main 

piece for CLAP; we performed the role of tutors that helped other practitioners of 

English to learn what CLAP is through the exchange of multiple knowledge and 

tutoring sessions. 

The project started with students from the university specifically from the 

bachelor degree in early childhood education, within virtual spaces adjusted in 

different schedules using the platform from the Google services of meeting, in order 

to provide them the opportunity to practice in their respective professional field or the 



 

aspects that they do not know. Equally important, explain its justification, general 

and specific objectives. Then we have “Judge”, when we refer to it, we are talking 

about interpretation and analysis of the matter through different perspectives and 

information. Here you will find the pedagogical approaches that we consider the most 

important to help us to create the methodological part of our practicum, the 

theoretical framework, and every single part of the systematization that we use 

during our process in the development of the teaching that we wanted to implement. 

That is why, the CLAP’s pillar is RPT (Reciprocal Peer Tutoring), a methodological 

strategy that promotes a learning interaction among students with a similar academic 

level to strengthen their lacks in a specific subject. After this one, there is the “act” it 

is about to construct the process that is going to be followed, based on the 

methodologies that were previously searched to answer the different opportunity 

areas that we found. This part shapes the methodologies and the practice into the 

project, giving a structural sense to it. This phase is where we talk about how we did 

during our practicum, the process, and step by step of everything that was developed 

according to the two semesters joining the see and the judge. Lastly, we have the 

“creative return” that points out what we made as a reflection of all the aspects that 

took place during the professional training. In this stage, we evaluate and reflect on 

the results that we get among the previous phases because it synthesizes a critical 

analysis all along the creation and development. Indeed, we take into account what 

we project in the future to improve those opportunity areas that we have witnessed. 

 

CLAP is a project with an innovative program where university students can 

perform their English language skills from their own degrees, using vocabulary that 



 

could be used in their professional places. Furthermore, “students that teach their 

peers” is the base to prompt an academic language site; the language in context 

helps each student to improve their communication competences towards teaching 

and learning. During the development of this project, we invite students of bachelor’s 

Childhood Education to participate as our focus group to start. It was an enriching 

experience that contributed to our perspectives towards different learning strategies 

to teach young learners, also it helped the students of bachelor’s Childhood 

Education to cover different teaching perspectives to approach English topics.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

                                            CHAPTER I  

 

                                  First Phase:  WATCH   ( VER )  

 

 

According to Juliao (2011), The first stage of the praxeological methodology, 

named to SEE, centers the synthesis in some critical statements that correspond to 

compile information through observing and answering key questions such as: who 

does what, who does it for, with who, where, when, how, why does it do so? 

 

 

1. Contextualization 

 

At first sight, we initiated CLAP as a new practicum field in which future 

teachers from different majors had the opportunity to exchange their knowledge 

using English as a key element to support that learning. They learn English based 

on their educational background that helps them to achieve the new concepts of this 



 

language with the information that they previously have developed. Indeed, the tutor 

(a practicum student) guides a participative class where multiple tutees (students 

from bachelor’s childhood education) had the opportunity to perform the language 

without the eye of someone that is going to judge them. CLAP has a simple objective 

to reach; they are students who learn English using what they have learned through 

the major discussing, creating, or developing some activities that were created to 

explore and learn based on the knowledge they acquired previously with Rochereau, 

facing some pedagogical perspectives. Evidence of this would be contemplated in 

chapter 4, since there is the analysis of this with images that supports their learning 

process.  

Furthermore, each person had a specific role since the beginning of this 

practicum. Everyone learned from each other based on a simple exercise where 

students developed some activities that facilitated a conversational space. Indeed, 

the idea is that each one uses the activities as a self-reflection to promote the 

analysis of each class and how they would apply those activities in their own career. 

That exchange of knowledge, that was developed there, allowed students to create 

self-confidence since they were sharing with other classmates without the anxiety of 

a classic class. Hence, both sides “tutor” and “tutees” follow the same dynamic 

learning through activities and real practicum that they perform during the class 

(Gazula S, et al, 2016). 

 

Moreover, the ones who direct these academic spaces are undergraduate 

students. Students that put into practice their skills as a teacher in a real context. 



 

According to this, the CLAP space uses students from professional practicum 1, 2, 

and formative practice to cover the role of tutors in these classes. Indeed, the 

students have to create the lesson plans, support material, coordinate with the 

students the academic space to take the class, bind the knowledge with a topic, and 

promote student participation. At the end of this process, the preservice teacher 

becomes a real teacher who has the opportunity to perform what he or she learned 

during their degree. Occasionally, we had the assistance of a senior teacher or the 

teacher in charge that guided and provided feedback, based on the concerns that 

the practitioner has created.  

 

Important to realize, the project took place with the help of the students from 

early childhood education who decided to participate voluntarily. The participation of 

these students was crucial because CLAP searches for a collaborative learning 

exchange. Due to this, they have some key knowledge about first education. It was 

possible to encourage the learning aims. They came to the lessons not because it 

was mandatory; they knew that this is an academic space where they could practice, 

learn and explore the use of English in their classes. That’s why they kept attending 

and participating during the process.  

 

Subsequently, it was necessary to adapt and create the virtual space where 

we had the classes; the technology substitutes the face to face space, and it gave 

the opportunity to explore different ways to approach some topics. It was necessary 

to use some communication channels such as emails, infographics, and social 



 

media to keep the communication with the participants. Indeed, It was necessary to 

adapt the traditional classroom to a virtual format (Kelly, A. P., & Columbus, R. 2020). 

Meet was a crucial element that was used to have the classes. Moreover, there we 

faced some difficulties, such as our internet connection, and others. No matter what, 

in the end, it was possible to implement the project successfully.  

Hence, the project started on March 11th, 2020 having four lessons per 

practitioner. Each week considered two topics that were divided, the students had 

the opportunity to attend the spaces of different schedules we provided. The 

disposition of these classes gave the chance to every student to find the most 

suitable schedule to attend. The idea of this chronogram module was the facilitation 

of diverse encounter spaces that students could easily access.  

Above all, the practicum was an experience that enhanced each practitioners’ 

field, we completed as was expected the objectives that were estimated for the 

practice. The aims were reached and most importantly both sides of the practicum 

have learned of each other through this mutual experience of teaching, covering, 

and exploring the strategies that they discovered during their learning process in the 

university.  

1.1. Macro context.  

 

Since the beginning, we had some setbacks. We took the first sessions, to 

clear up the doubts or misunderstandings that arose during the presentation of the 

project to the teachers and students of early childhood education. On our own, we 

collected information from the students to have direct communication with them and 



 

allowed a place where they could ask the hesitations that could exist for them. After 

explaining group by group the idea and dynamic of the project, we could start the 

sessions as it was the plan in the first instance. 

 

Afterward, the sessions consisted of the development of some activities 

where students would practice different English skills implicit in their professional 

background, but without an emphasis on the grammatical part instead it is focused 

on the context. The activities were planned and set out in a way where English was 

the means to talk about a subject, it refers that English was not the centre of 

attention, and it was just supposed to be the second shot of focus there. Having that 

in mind, CLIL methodology is about joining both content and language as a medium 

for learning (Coyle, D., et al. 2010). The idea was to explore different topics as useful 

for them as for us in professional life and learn from one another, all this through 

language, as was explained before. 

 

However, the scene where the project took place was in virtual reality, due to 

the events that were taking place in the world. The quarantine occasion that we adopt 

online modality to develop the project (Coyle, D., et al. 2010), we also thought that 

this could favour students to connect to the sessions since they did not need to move 

to a specific place, in this case the university. Yet, there were other inconveniences 

as the initial adaptation to this modality, the inexperience, the technical problems, 

the institutional changes, the disposition, the final exams and delivering assignments 

for other subjects were things that had a significant impact on the students’ 

participation for this space. 



 

1.2. Micro context. 

According to the university, it was possible to have the CLAP space due to 

the digitalization of some classes. The coordinator of the LIEI (Licenciatura en 

Idioma Extranjero Inglés) program has directed the necessary actions to apply or 

execute the project. We decided to follow the respective philosophy of Uniminuto in 

order to not have any discrepancies. It was easy to follow or to continue with this 

idea because CLAP corresponded with a similar principle which is “practice and 

collaboration”. Indeed, we faced a hard academic reality that covers the pandemic 

period; the pandemic had promoted that our university explores new alternatives to 

encompass the academic needs, such as the modality preset for a far (presencial 

remoto) that CLAP also implemented.  

 

As it was mentioned, this modality caused students to have the facility to 

attend the lessons anywhere where they had internet access, but at the same time, 

there was a big statement problem due to some internal modifications that the 

university had. Unfortunately, we faced the change of our institutional email, and that 

represented a big problem because we had to explore different ways to reach our 

students. WhatsApp and personal emails were the different channels to keep the 

communication that were used. Furthermore, we confronted some other problems 

that hampered our practicum such as the constant manifestations against the 

government, even our university had to take action towards those moments. The 

university facilitated the students' participation, allowing them to be absent from 



 

some classes, even CLAP spaces. Indeed, we did the same, giving them the chance 

to attend other classes that cover the same topic. 

 

1.3. Description of the subjects 

 

The participants of this project were students from the bachelor’s degree in 

Early Childhood Education members of UNIMINUTO. Most of them do professional 

practicum 1 and 2. We were at the same level of education, which facilitated the 

academic interaction among us. Their knowledge about children’s didactic 

methodologies allowed the analysis of each class through a different perspective, 

promoting and stimulating assertive communication. Indeed, their skills were the key 

in multiple activities where they performed English, using their competencies to 

teach young learners. It was evidenced during the creation of the syllabus, 

considering that students provided the topic they were interested to work during the 

session because they are meaningful for their profession.  This took place in the first 

session of CLAP, where a conversation was developed between students to involve 

them into the project.    

 

Regarding the participants’ attitudes towards the classes, they showed an 

interest in participating in the lessons, having a positive attitude, giving their own 

opinion towards the activities, and analysing/providing feedback from their 

perspective as teachers of young learners. Hence, we did face difficulties such as 

the low participation of some students during the class. It happened in some 



 

moments when they had to share some feedback toward their classmates' proposal 

activities. Despite that, every student participated and shared their thoughts through 

the teaching guidance. (In the annexe #1 Testimonial videos; Video No 9. Evidence of 

absence participation during the lesson (Students interaction and analysis by Daniela 

Garcia)). 

 

Furthermore, the thing that facilitated the knowledge exchange was their 

previous expertise upon the activities that were performed during the lessons, they 

combined their English skills to ensure the critical analysis. Moreover, they develop 

some activities that demonstrated their abilities using a second language to apply a 

task for children (In the annexe 1 testimonial videos; Video #8 Evidence of students 

participation (Creative devolution) ). 

 

2. Thematic of the Pedagogical Practicum  

 

The purpose of this pedagogical practice is to promote the RPT methodology 

that involves tutors and tutees that learn from each other, mainly focused on mutual 

learning among peers. This methodology has not been used before with English 

teaching in the Colombian context, so it has represented a challenge to adapt it in 

the language learning of students that are not familiar with using English in their 

lives. We found that this methodology has been used in different subjects like 

mathematics, medicine, psychology, and engineering.  Indeed it is most evident in 

the mathematical field (Dufrene, B et al. 2005) 



 

 

Certainly, the development of this methodology took place in CLAP that 

involved multiple methodologies to complete and facilitate the application of RPT in 

English lessons. The idea was to create an English space that would contemplate 

multiple academic fields and enrich the knowledge of multiple faculties using the 

Language as a medium of communication and construction of expertise in different 

spaces.  

 

Based on this, CLAP started with the incorporation of students from Early 

Childhood Education as a teaser to implement RPT in the language context. The 

aim of each class was to achieve and provide continuous feedback that enhanced 

the multiple abilities of the participants in the lesson. The compilation of experiences 

has shown that both tutors and tutees learnt from each other; the language in context 

supplies the needs that were previously presented in their previous approximations 

with the language.  

 

Nevertheless, the constant input that both sides achieved during the lesson 

created an intrinsic motivation to learn from each other using multiple topics such as 

art, culture, history, festivity, geography, science, and inclusion (Muñoz, A, Ramirez, 

M, & Garivia, S. 2019).  

2.1 Teaching Practicum Description 

CLAP is a practicum space where English students have the opportunity to 

teach each other based on some conversational classes where students from 



 

different bachelor’s degrees participate. The methodology that this practicum 

develops mainly is RPT which responds to the student’s needs and lacks towards 

the language proposing a new dynamic of learning that covers a specific or 

unconventional space.    

Taking into account the previous idea, we as students from the bachelor 

degree in English developed some activities that used multiple topics that were able 

to contextualize the different perspectives of our students (tutees). The idea of 

having that wide variety of topics was to cover the main aspect that a teacher could 

face in a classroom. The flexibility that CLAP promotes was crucial to motivate 

students to interact and participate; each class had a different topic, which allows 

students to attend more than one time per day and always explore something new.  

Considering that CLAP is not a traditional space where students had to 

participate, being conducted by a grade they interacted with us because they wanted 

to learn, to express themselves during the lessons performing what they had learned 

during their bachelor in the university. In some aspects, this academic proposal 

called CLAP in response to the lack of interest among students of UNIMINUTO 

wagered the learning among peers, showing something new that has never been 

done before such as using a methodology that stimulates mutual learning of content, 

communication, and comprehension (Gazula S, et al 2017).  

 

During the lessons, the tutees had a stage where they produced a material 

that responded to the learning process that they were having in the class. In 

particular, they were able to apply their language skills showing their performance 



 

through presentations; The presentations that CLAP tutees created were used to 

expose what they learn during the lesson and support their ideas towards the topic. 

(In the annexe #2 Folder with students experiences and projects; Folder No 1. 

Compilation of Students works. (Students creations during the CLAP classes)). 

2.2 Justification  

 

 According to the multiple experiences that we faced during some 

interventions with the university, we were able to discover the fact that was the trigger 

to create CLAP. The problem that motivated this project was the desertion of multiple 

students because they consider English as not important, expensive, not flexible, 

and unsuitable for their professional life. It was evidenced through a year of 

experiences where students from multiple degrees have exposed their feelings and 

thoughts about the English learning process that they faced. The information is 

supported based on a survey that was applied to 25 students, the data collected 

through this instrument can not be exposed due to confidentiality that students 

requested to fulfil the survey.  

 

These thoughts have been shared with us through multiple spaces to help us 

visualize a big concern regarding studying English, and it gave us the motivation to 

search for a possible solution that encourages them to practice English not because 

it is a requirement but as something that would help them in their personal and 

professional growth. Also, taking into account that English is an indispensable tool 



 

for nowadays to get a job; the idea is to facilitate their proficiency in English when 

they have to use it in their profession.  

 

Taking into account our founder principle “Que nadie se quede sin servir” has 

inspired us to search for solutions for this problem that most of our colleagues faced 

during their academic major. Indeed, we decided to supply an academic space of 

mutual learning in which the students have a new perspective of this language and 

explore multiple topics focused on their major to prompt active participation that 

would be inspired by the desire to learn of the student itself.  

 

At the end of the practicum, we compile the experience of Early Childhood 

Education students to analyze their impact in each one and the possible aspects that 

could be improved in the practice. The value of this practice has involved the utility 

of the RPT approach in language learning to improve the English in the University 

across faculties.  

 

2.3 Objectives 

 In this part, we are going to define the general and specific objectives that were 

settled to determine the project. Taking into account that the objective are important to 

delimit the project and measure or establish the goals that are supposed to be reached 

during the systematization.  

 



 

2.3.1 General Objective 

 

Promote the pedagogical approach RPT (reciprocal Peer Tutoring) through CLAP 

lessons, where students from different formation fields learn from each other.  

 

2.3.2 Specific Objectives  

 

1. Create academic spaces of teaching and learning where the students could 

achieve new knowledge among peers, using emerging methodologies.  

 

2. Generate new learning context to format professionals applying emerging 

methodologies.  

 

3. Contribute to format professionals from the faculty of education that would 

develop competencies from a foreign pedagogic. 

 

 

 

 

 



 

CHAPTER II  

 

                          Second Phase:  JUDGE   (JUZGAR)  

 

 

 

As a matter of fact, Judge is the second step of the praxeological method. 

According to Juliao (2011), It answers the question “What can we do?” since it is 

about interpretation, analysis, and exploring other ways to focus the problem to 

visualize and play diverse theories to comprehend the practice. It is meant to develop 

and involve participants in the praxis. 

3. Theoretical Framework 

 

 In the light of the different concepts around this work, they were taken as 

references to different studies which results help to determine the focus of the 

practice and contribute to this research as the base to build the main idea of this 

project. For this reason, this section is going to contextualize and analyze the 



 

postulations used in the construction and development of this project; showing the 

previous studies that were key in the support of this research and the introduction of 

a different approach in conjunction with others proposed by different authors.  

3.1   Previous studies 

 

To begin with, the analysis of the previous studies involved in this 

systematization was necessary to explore the topics that were the starting point in 

this process.  In fact, this practice implies different methodologies in order to develop 

a space where students could learn with specific purposes; having this in mind, to 

teach in that way is necessary to have certain knowledge and be aware of what 

addresses those methodologies. Due to that, this part is going to explore the different 

methodologies that were used to achieve this practicum. 

 

Firstly, the principal methodology and the main base for this practicum was 

the RPT (Reciprocal Peer Tutoring).  According to a study called Promoting 

university students' metacognitive regulation through peer learning: the potential of 

reciprocal peer tutoring made by De Backer, L., Van Keer, H., & Valcke, M. in 2015 

developed in a university course that had the objective of ascertaining to 

improvement that students had at regulating their own learning process and 

metacognitive skills, having participated in Reciprocal peer Tutoring. Coupled with, 

the methodology implemented in this research consist in monitoring, evaluation, and 

orientation of the participants involved in the process, through the application of a 

quasi-experimental pre and post-test related to the implementation of the theoretical 



 

part of the research, it was applied in two groups with 24 and 22 participants under 

the method of RPT during a whole semester. In view of the previous information, the 

study displays how this methodology was found and used to better understand this 

approach. Equally important, it exposes how RPT helps to improve the 

metacognitive skills of the students in a bilateral way, and how it was a successful 

alternative in teaching since students as teachers improve their classes and ways to 

teach while students enhance their learning process. 

 

By the same token, the article Interweaving Autonomous Learning and Peer-

tutoring in Coaching EFL Student-Teachers developed by Ariza. A., & Viafara, J. in 

2009. was developed in a public university in the program of modern languages. The 

objective of this research focuses on the autonomous work that can be developed 

through determining the role that the RPT model has in the development of 

language, in addition to discovering if the input from the RPT model generates an 

advance in the socio-affective part of the students that are tutees in their teaching, 

at the same time that they get along in an autonomous way in their practice. The 

methodology implemented in these articles was through “communicative projects” 

that consist of English language courses of seven or five hours weekly. The 

information was compiled through qualitative instruments like semi-structured 

interviews applied at the end of each term and the view of some participants and 

their experience with the tutoring program, also the interviews were administered to 

48 tutees and 24 tutors. In fact, the results that were obtained from this research 

were a change of attitude from the participants. Equally they developed a constant 



 

self-assessment apart from the learning that each student provides to others in 

mutual learning. 

 

As a matter of fact, this document Strategies to Enhance or Maintain 

Motivation in Learning a Foreign Language was written by Restrepo. A, Ramirez. M, 

Gaviria S. in 2019 developed in the department of foreign languages, University 

National of Colombia, with the objective of defining the intrinsic and extrinsic 

motivation of the students and giving extrinsic motivation through different strategies. 

The methodology was the different strategies to promote the motivation of students, 

like autonomy, providing choices, scaffolding, modeling, offering explanations, 

providing and contributing clues, providing descriptive feedback, among others. All 

the information recovered in this article was a complete research project elaborated 

from other works, which helped to determine that the teacher has to identify the 

student’s needs before choosing a strategy based on different aspects that affect the 

motivation.  

 

At the same time, another article called Peer Tutoring as a Model for 

Language and Reading Skills Development for Students who are English Language 

Learners done by Sytsma, M., Panahon, C., and Houlihan, D. D. in 2019 arose In 

the United States in psychology schools. It had the objective to compare the 

traditional teaching with the RPT approach and determine the advantages that it 

brings to teaching in a multicultural context. The methodology used was clearly 

Reciprocal Peer Tutoring in contrast with the traditional methods that have been 

previously implemented using observations from students' interactions, sessions, 



 

feedback, questionnaires, and interviews to determine results like the improvement 

of language skills at the same time that save cost and time. 

 

Not to mention the next article about promoting university students’ 

metacognitive regulation through peer learning: the potential of reciprocal peer 

tutoring realized by De Backer, L., Van Keer, H., & Valcke, M. in 2015 brought in a 

naturalistic university with a population of 64 students of the first year from education 

sciences with a professional degree bachelor.  The purpose was showing the 

positive impact of RPT in the metacognitive skills of the students, and examine how 

through the conceptual discussion are perceptible the different levels of social 

interaction, in individual, pairs, and groups. The methodology adopted was RPT 

through the intervention of it during a complete semester from October to December, 

a period of time where the regulation skill from the group of students was assessed 

by the use of quasi-experimental pre and post-test. The result from the study was an 

improvement in some of the skills that the research proposed in addition to others 

that were not expected. 

 

In the same way, this study regarding The Power of Peer Learning: Summary 

Report from an Eight-School Study conducted by Basinger, R. B., & Hoag, G. G. in 

2005 produced in Denver Colorado in eighth evangelical seminaries with the 

intention to exhibit the effect of RPT for mutual encouragement in a school 

environment. The methodology was placed RPT in several periods of time during 

four years in eighth schools by the observation and the actions of the participants, 

with results of saving time and money through this approach. 



 

 In the light of the information, analysis, and results obtained in those research, 

we got clear ideas about what were the benefits or disadvantages of the different 

methodologies that were implicated in the project. Most of the compelling information 

was about RPT since this methodology was the pillar where we found the solutions 

for those problematic that we discovered during this process. Hence, the other 

methodologies were used in addition to complement RPT and establish a consistent 

space where the students' needs would be accomplished.  

3.2 Theoretical framework and theoretical referents of the systematization of 

pedagogical practicum  

 

 In this part, each one of the methodologies used during the professional 

practicum are explained to have a look at the important aspects and characteristics 

given by different authors to define what those methodologies are about, being 

defined by the words of experts. 

 

3.2.1 RPT (Reciprocal Peer Tutoring) 

 

In the first place, there is the concept of RPT (Reciprocal Peer Tutoring) 

according to (Gazula S, et al, 2016) RPT is a form of collaborative learning between 

students with similar levels in the academic background. It can be an interchanging 

of roles as tutors and tutees. In consonance with the author’s definitions, RPT has a 

purpose in the education of several subjects to review the benefits and challenges 

at the moment to apply it.  



 

In other words, RPT involves a structured switching of tutor- tutee roles of 

students with the same academic level (Gazula S, et al 2017). The earliest 

documentation of RPT use was in primary school about the 1970s in the USA, where 

classmates interchanged roles under the guidance of a trainee teacher to study 

remedial reading. With attention to the benefits of RPT, it was found that it improves 

communication, comprehension  and retention of content, individual responsibility as  

well as group solidarity.   

In other words, RPT is a different way to inspect information and implement 

skills in a classroom. Since students alternate from the role of tutor to the tutee, 

students are learners and teachers (Reciprocal Peer Tutoring: Definition & Effects, 

2017). Having that in mind, students are grouped into two or more in cooperation 

allowing the application of any subject or age group. In fact, his model allows 

students to monitor other students, review lessons and assess each other's works 

through observations and exemplification. Notably RPT focuses on students most of 

the time during the whole process in a way that they can create instructional 

components and receive instant feedback. 

Topping (1996) in his work “The effectiveness of peer tutoring in further and 

higher education: A typology and review of the literature” understands peer tutoring 

as a process where non-teachers from similar educational or social groups help each 

other to learn something new for each one. Additionally, he writes about different 

studies from Fantuzzo, Et al, (1989). They researched using reciprocal peer tutoring 

with psychology students; they chose three different groups at random under three 

different conditions: Reciprocal peer tutoring, roles within each session, and placebo 



 

control. In the end, the results of this research determined that students under 

reciprocal peer tutoring did a significantly better job than the other two groups.  

Finally, Miravet L, Et al, (2013), also researched at the Jaume University 

where the results demonstrated that participants felt comfortable because there was 

a trusted environment where they could be not afraid to admit uncertain concepts or 

misunderstandings on the topics.  

 

3.2.2 EMI  (English as a Medium of Instruction) 

 

Also of importance, here it is the postulation of EMI  (English as a Medium of 

Instruction) which, conforming to Dearden J, (2015) refers to the use of the English 

language to teach the content of an academic subject in countries where their first 

language is not English.  

The first thing to remember, English has been learned traditionally as a 

foreign language in classrooms as another subject (Dearden, J. 2015), for this 

reason EMI is usually confused with it. Also, it is use to grow a country politically and 

economically (Dearden, J. 2015). Having that in mind, EMI has brought with it 

different pressures regarding the education, political, economic and social fields 

since language is the base of academic and socio political concerns of a nation. (del 

Valle 2020 as cited in Lasagabaster, D. 2021).  

 

According to the words of Nguyen, H. et al. (2016). Programs where EMI was 

developed increased their quality of education, since the cooperation with other 



 

universities improved the proficiency of English in students. In addition, the 

interaction with foreign experiences increased the quality of education too. Important 

to realize, EMI allows the setting of internationalized objectives and the global 

context where EMI can be adopted to simplify the collaboration between local and 

English speakers (Nguyen, H. et al. 2016). Important to highlight is that EMI focuses 

on English in a communicative and significant way in a disciplinary context (Lei, J & 

Hu, G 2014). In EMI, students develop communicative abilities and English skills in 

specific subjects.  

 

3.2.3 Flipped learning (aula invertida) 

 

In like manner, Flipped learning (aula invertida) just as Bergmann J, et al. 

(2014) indicates, is a pedagogical approach where instruction goes from group 

spaces to individual spaces with the guidance of the teacher and developing different 

activities giving as result an interactive learning environment.  

 

Buil-Fabrega, M, Et al, (2019) in their article Flipped classroom as an active 

learning methodology in sustainable development curricula, exposes that in higher 

education it is necessary to search for new methodologies that allow students to 

retain more information and learn in a significant way. Taking this into account, and 

having in mind what is in the flipped learning network (2014) this approach has four 

important pillars and some specific roles for teachers and students. These four pillars 

are F: Flexible environment, L: Learning culture, I: Intentional content, P: 



 

Professional educators. These pillars have to be taken into account at the moment 

to make a successful classroom. On the other hand, it is important to recognize the 

roles that either teachers and students have to develop during the class to create 

the expected environment. Clearly, teachers have the responsibility to guide the 

students during the class process, they are not sharing in a traditional way 

knowledge; they have to guide the students, correct misunderstandings, create 

proper learning conditions in the classroom, and last but not less significant, ensure 

students participate actively in the activities. (Buil-Fabrega, M. 2019). 

 

However, the role of the students is as important as the teacher's role. 

Students have to become active promoters of knowledge from passive receivers, be 

active participants during the class and have good interactions either with the 

teacher and the rest of their classmates. (Buil-Fabrega, M. 2019). 

 

Henceforth,  the implementation of Flipped Classroom in ELT has become a 

significant tool that not only helps students but teachers with different abilities 

towards the multiple learning achievements that strengthen the knowledge that 

would be acquired (Sam; Soliman as cited in Lin, C.-J., & Hwang, G.-J. 2018).   

 

In this case, the benefits that the flipped classroom faced correspond to 

multiple aspects including enhancing their creative thinking (Al-Zahrani, as cited in 

Lin, C.-J., & Hwang, G.-J. 2018), listening comprehension (Ahmad, as cited in Lin, 

C.-J., & Hwang, G.-J. 2018), grammar skills (Al-Harbi & Alshumaimeri, as cited in 

Lin, C.-J., & Hwang, G.-J. 2018), reading comprehension (Huang & Hong, as cited 



 

in Lin, C.-J., & Hwang, G.-J. 2018), writing skills (Ahmed, as cited in Lin, C.-J., & 

Hwang, G.-J. 2018), English pronunciation (Zhang et al., as cited in Lin, C.-J., & 

Hwang, G.-J. 2018), and overall English proficiency (Wu, Hsieh, & Yang, as cited in 

Lin, C.-J., & Hwang, G.-J. 2018).  

 

Indeed, this type of classroom has fulfilled the needs of promoting the 

responsibility in students around their language learning, including the tools such as 

material to explore the necessary knowledge to face the class (Han; Sung, as cited 

in Lin, C.-J., & Hwang, G.-J. 2018). In like manner, this kind of interaction with the 

students in the classroom allows an individual interaction with each one where it 

would be possible to develop better relationships, promoting active communication 

(Zhang & Wu, as cited in Lin, C.-J., & Hwang, G.-J. 2018).   

In brief, this methodology responded to multiple lacks during the class, such 

as the behaviour on it. The negative behaviour would be significantly reduced from 

flipping the instructions (Cockrum, as cited in Lin, C.-J., & Hwang, G.-J. 2018) 

 

3.2.4 CLIL (Content and Language Integrated Learning) 

 

Coupled with, CLIL (Content and Language Integrated Learning) following 

Coyle, D., et al. (2010) is an approach that addresses any activity in which a foreign 

language is used as a tool to learn content, due to that language and content are 

used equally.  



 

On the other hand, CLIL got to Europe in the early nineties (Coyle et al. as 

cited in Ruiz, Y. & Jimenez, RM. 2009) to describe any type of use of a foreign 

language. Certainly it is used to teach and learn any subject even if it is not related 

to language. So language and content are joined to have a beneficial role in a mutual 

way (Marsh 2002 as cited in Ruiz, Y. & Jimenez, RM. 2009). Surely CLIL has two 

particular characteristics: the first is about immersion in teaching regarding content 

and language, both being equally important and being interwoven. Yet the 

accentuation of one or the other could be determined by specific situations but the 

goal is to develop both (Eurydice 2005 as cited in Ruiz, Y & Jimenez, RM 2009). The 

second one is about flexibility, since CLIL is useful to cover a wide range of cultural 

and socio-political contexts. 

Another key point is that CLIL motivates students considering that it deals 

with the relevance that has the grammatical progression in language teaching 

likewise it allows students to reinforce the acquisition and learning of the language 

through a natural environment, which helps them to gain proficiency in the different 

abilities that they have (Lyster 2007, Krashen 1985, Lightbown and Spada 2006 as 

cited in Ruiz, Y & Jimenez, RM 2009). 

Subsequently, CLIL is an educational model that relates both immersion 

education and content based on conditions where students only interact in the target 

language. In other words, CLIL  is about foreign languages (Dalton-Puffer, C. 2011). 

Furthermore, this model also has been defined as a dual-focuses approach that is 

equally aware of language and content (Mehisto, et al as cited in Dalton-Puffer, C. 

2011). Having that in mind, CLIL is taught through a foreign language as a medium 



 

to instruct a curricular content, where students should participate in the different 

levels of education (Dalton-Puffer, C. 2011) 

 

3.2.5 English for specific purposes 

 

Finally, English for specific purposes in the words of Catalá. A. & Garachana. 

M, (2014) is an approach where English is oriented for specific purposes in different 

areas. It is based on responsibility for the needs of the students more than in the 

learning of the language. Since there is a need for practice in the specific area that 

is being developed. 

 In detail, English for specific purposes has grown since the early 1960’s as 

one of the most important areas for the teaching of English as a foreing language. 

Even so It has been defined as the teaching of English for any purpose that be 

specified, also it has been described as the teaching of English for vocational or 

professional purposes used in academic studies (Laurence A. n'd). 

 Important to realize, English for specific purposes has a long history, but just 

in recent years it has become vital and innovative in the teaching of English as a 

foreing language. Additionally, it is part of a more general movement of teaching that 

is Language for specific purposes that focuses on teaching languages a French and 

German for specific purposes (Dudley-Evans, T. 1998).  

 



 

3.3 Systematization of pedagogical practicum 

  

It is necessary here to clarify exactly what is meant by systematization, in 

consonance with Selener, (1996) as cited in Tapella. E. (n’d) It is a methodology that 

allows the description, analysis, and documentation of the on-going process to 

approach the results determined by the development of a project. Subsequently, 

Tapella. E. (n’d) states that systematization refers to the reflection related to a project 

or an intervention about specific aspects from it, like, its process, its actors, actors’ 

interaction, outcomes, results, impact, problems, through a participative and 

introspective process. Additionally, Mink’a de Chorlaví (2002) as cited in Tapella. E. 

(n’d) mentions that systematization consists of a process of critical analysis and 

reconstruction from the development of an experience based on the participation of 

the actors involved in the procedure and grant the improvement of it. 

 

3.4 Theoretical framework of the topic of systematization of pedagogical 

practicum  

 

Since the beginning, the topics presented in the content for this project were 

meant to be aimed at the degree which was going to receive the sessions, in this 

case, the students from early childhood education. For this reason, the topics 

involved here were selected in a way where it could involve the English and content 

corresponding to the common themes that would be taught typically for children. For 

instance, after having done research about general concerns in children education, 



 

there were established for the first period in the practice 16 concepts, specifically, 

clothes, description of people or things, food and drinks, What is this made from?, 

Fairy tales, work and jobs, music and songs, places a free time, environment, books 

and reading, E-tools Social, networks, stereotype, modern family, children Inclusion,

 sports and olympic games all of them proposed with different names at the 

moment to be present to the students like Making your fantasy outfit, The little gossip, 

Making your hotel buffet, Let's craft it!, The rules of your queendom, Divercity 

Discovering the melody, Draw up your dream travel, Carbon footprint, Judge a book 

by its cover, Exploring the digital world, #Netforkids, The power of equality, My 

nontraditional family, Through the eyes of us, to show a friendly face and less 

grammatical for learning English, also to associate the topics to a vocabulary easily 

recognized for them. Under those circumstances, the practicum of the semester 

2021-2 worked in the same way but with more practitioners and consequently more 

topics keeping the ones from the previous semester and incorporating 23 that are 

Clothes, Describe people and things, food and drinks, What is this made from?, fairy 

tales, works or jobs, Music and Songs, places and free time, environment, books 

and reading, E-tools, social networks, spaces and culture, family, children Inclusion, 

sports and health, art techniques, materials, figures and lines, drawing for children, 

Halloween the origin, Halloween in the USA, Halloween in the Latino American 

context, Halloween mythological creatures, food, active breaks, exercise, mind, 

nature, gastronomy, people, history, maths, science Method, biology, festivities in 

Latino America, festivities in Europe, festivities in Asia, festivities in Africa and their 

respective names for the planning as Making your fantasy outfits, The little gossip, 

Making your hotel buffet, Let's craft it!, The rules of your queendom, Divercity, 



 

Discovering the melody, Draw up your dream travel, Carbon footprint, Judge a book 

by its cover, Exploring the digital world, #Netforkids, my own space, my family, 

Through the eyes of everyone, Healthy fair, Art Attack, Rediscovering the Things, 

Halloween between lines, Remaking the things, The origin, The Traditions of 

Halloween in the USA, The Colombian Halloween, The spooky creatures of the 

night, Fast food vs healthy food, Healthy stops, Breaking our limits, Healthy mind 

Healthy Body, The most important animals in Colombia, The taste of a unique 

paradise, Showing our multiculturalism, The history behind us, The unexplored world 

of numbers, judge, explore, and analyse, Discovering our body, The LATAM 

Rhythm, EuroVision, Asian Imagination and Feeling the heat. (in the annexes #2 

Folder with students experiences and projects; Folder No 4.  Syllabus Folders period 

(2021-1 & 2021-2) “CLAP contenidos Syllabus”). 

 

To begin with, the resources and pedagogical methods that were used during 

the practicum, it is necessary to clarify that this part is up to the discernment of the 

person that is creating the lesson plan. Having that in mind, the implementation of 

the activities and methodologies in the first part of the project was the same for 

everyone since one and all participated in the creation of it, hence the resources that 

both tutors and tutees used are slides, flashcards, jam boards, metimeters, bingo, 

images, games related to a specific topic, interactive images, e-tools, web pages, 

stop (game), infographics, videos, audios, posters. Nevertheless, for the second 

part, due to the project leaves totally creative freedom for the creation of the activities 

according to the lesson plans, and the syllabus, the new members that had the role 

of tutors create activities using the objectives and competencies proposed in lesson 



 

plan, still using what they consider convenient for the development of the task and 

the learning of the students.  

 

Correspondingly, the academic spaces, from the start of the project, initiate 

on Mar 5th and finish on May 24th having a duration of two months. On the other 

hand, the second start was on Sep 13th and ended on Nov 30th. 

 

          3.5 Pedagogical practicum 

 

In line with Pinzón C, Sandra V, and Guerrero N, Carmen H. (2018) the 

concept of pedagogical or teaching practicum is defined as the performance of 

pedagogy in a meaningful context as is the classroom. So far, the author also 

mentions that real context is necessary for future teachers to conduct their own 

interpretation of teaching. Due to that, authors reach the outcome of teaching 

practicum as an opportunity for those teachers to enrich their knowledge and be in 

contact with the social and cultural aspects that they will require in their teaching 

process. 

Furthermore, it is important to describe some terms that are relevant to define 

the pedagogical practicum through another perspective, in this case a practitioner 

as we are going to explore is defined as “Preservice teachers learn how to connect 

educational theory to practice as they try to find pedagogical approaches that not 

only blend their personal styles but also create meaningful learning opportunities for 

students.” (Aschbacher & Ing 2017 as cited in Parks, M; 2019. Pag 90). In those 



 

words, the author synthesizes the idea of a pedagogical practicum through 

describing the role of a practitioner, in that way, the teacher is able to encompass 

and involve the knowledge previously acquired during the career.  

Indeed, in this academic context the preservice teacher has the chance to 

explore and put into practice their abilities and theoretical knowledge in the 

classroom, likewise, explore their teaching style and examine the methodologies that 

fit the most according to the environment they are working with. (Parks, M; 2019).  

As shown above, the pedagogical practicum that promotes each university is 

the academic space where the future teacher has the contact with real experiences 

that teach them the reality towards the different situations that they would face in a 

classroom. Surely, the preservice teacher has the chance to employ the facts that 

they previously learn and notice what strategies perform in a better way for them.  

 

 

 

 

 

 

 

 



 

CHAPTER III  

 

                                  Third Phase:  ACT  (ACTUAR)  

 

 

 

 According to Juliao (2011), the third phase Act involved the efficiency and 

efficacy of the practicum that combine the use of methodologies and the problematic 

to settle possible solutions that would be applied through practice. All this after the 

seeing and judging and before creative devolution.  

 

 This chapter will show all the actions taken during the two semesters of 2021, 

starting with the first semester; what was developed at that moment and the changes 

and results compiled in different fields. 

 



 

4.  Methodological Framework 

 

 This stage is going to be divided into a methodological framework, strategy, 

or type of systematization of the pedagogical practicum, steps to carry out the 

systematization of the pedagogical practicum, planning of the systematization and 

the practicum, data collection, analysis, and interpretation of experience and data, 

socialization and finally instruments of data collection. 

 

4.1   Strategy or type of systematization of the pedagogical practicum 

 

Following the empiric-analytic approach as a focus on our systematization, it 

considered every data and fact found during the process. When the project started, 

it was necessary to specify every participation that we as tutors had in it. It was a job 

as practitioners in a different environment, where teachers developed language in 

context of our degree, and interacted with a different approach in education, which 

is early childhood pedagogic, a different focus of what we learn during our major.  

One of us did a professional practicum in Rochereau, where we could 

compare the two practicum placements to have an idea about what we could analyse 

in our systematization. Here in CLAP, students took part because they wanted to, 

and we as practitioners gave them intrinsic motivation to assure them that learning 

is not always the same. Also, we compared both semesters of 2021, and we could 

realize that students who took part in CLAP felt motivated because they practised 



 

based on their own context. They had the opportunity to complement their 

knowledge by contrasting information with their peers and with the tutor. This 

enhanced the effective development of RPT in CLAP. 

CLAP is a free space where both groups of students can develop their own 

knowledge and make contact in a classroom environment as teachers. When CLAP 

started, we, as practitioners, had to pay attention to everything that the practicum 

involved. Teachers’ help changed it until this moment, where there are more 

practitioners and more spaces to promote CLAP lessons. It has been an arduous 

work where every step in CLAP helps to become better through the time. 

 

 CLAP is based on RPT, as it was mentioned before, is an approach where 

students can learn from other students. That is the key of CLAP, there are students 

from Bachelor degree in English teaching students from Bachelor degree in Early 

Childhood education providing continuous feedback from part to part. We as English 

tutors helped them to improve their proficiency levels, and they helped us learn 

strategies to work with children, providing ideas and sharing our knowledge towards 

teaching. This is based on the multiple experiences that we faced during the classes.  

 

4.2   Steps to carry out the systematization of the pedagogical practicum 

 

 To start every step of our systematization, we followed the four parts of 

praxeological methodology. First, we started with “the seeing” where we identified 



 

everything that we could need. Then, we continue with “the judging”, where we 

analyse our methodologies to carry out the classes. After that, we started “the 

acting”. In this part, we implemented all what we had planned before. Finally, we 

finished with “the creative return”. In this last stage, we analysed the new information 

we compiled and gave feedback on every step taken and what we could do in the 

future to be better. Here we shall find the evidence of the praxeological approach in 

the first semester and second semester of CLAP. 

 

 4.2.1 Seeing 

 

 First, we faced the experience of CLAP during the lessons that involve the 

creation of lesson plans, the compliance of attendance, identify the students’ needs, 

use the respective forms such as journals to collect information and the creation of 

a syllabus to delimit competences and objectives. All of this was carried out in order 

to achieve and measure the principal aspect of the lesson that was identified in the 

first sessions.  

 

To do this, we had about 10 meetings with teachers Blanca (director of the 

major) and Flor (tutor of practicum) to organize everything before the first sessions. 

In those meetings, we talk about the schedules to develop the classes that, we as 

practitioners, had to create according to our own time and availability. 

 



 

 As long as we started, there were different issues because it was the first time 

to apply the project. So there were some communication and staff problems that also 

affected the familiarization to carry out the session among the students from early 

childhood education and us. This was because when we shared the information 

about CLAP, some English teachers from Early childhood education did not 

understand what CLAP was about and gave the wrong information to the students. 

During the first session, it was necessary to get an agreement about what teachers 

from bachelor’s degree in early childhood education communicated and the 

information about how CLAP was going to be developed. 

 

 4.2.2 Judging. 

 

 Taking into account the misunderstanding that happened with teachers and 

students, we planned to talk and explain the project directly to them. All the students 

did not know what CLAP was; so we needed to dispose of a lesson to confirm some 

aspects like: we do not grade their work, their teachers make the decision to give 

them or not a grade to participate, modify the schedules, confirm the topics and let 

them know their role.  

  

 4.2.3 Acting. 

 

It was a long process that took almost two or three months and a half.  At the 

same time, we started to collect data (class recording, attendance, products). We 



 

created a shared folder in Google Drive where we had everything related to CLAP 

between us as practitioners. In 2021-1 the folder had all information in general, there 

were just 6 folders in, three were each one of us where we compiled attendance, 

recordings, and some products that students created. The other three folders were 

about flip materials, lesson plans, and using material during classes. One of the 

challenges that we did not expect was that we did not organize the material properly, 

and we tended to use different repository methods that made it difficult to search for 

it at the moment to develop the class. In answer to those problems, we created 

different folders to save all the materials.  

 

 In 2021-2 with the guidance of teacher Mabel, our tutor, we created more 

folders. Each one of us had our own folder about lesson plans, flip material, links to 

work in class, and the normal ones such as attendance, recordings, and products. It 

helped us a lot to be more organized and find quickly the things that we need at the 

moment to develop the class. 

 

 Finalizing semester 2021-1, we created a survey to evaluate the project from 

tutees’ points of view. This survey was created on Google Forms, where we 

compiled all the experiences from our tutees during the process in CLAP. At the 

moment to send the survey, we also sent an authorization document to have the 

guarantee to use their personal information to do the systematization. Finally, with 

these two previous documents, we sent them a kind of award for participating in 

CLAP.   (in the anexes #2 Folder with students experiences and projects; Folder No 



 

3. “Recopilación de experiencias CLAP 2021” Students data (Experiences during 

CLAP)).  

 

 In general, the documents that we used to compile data were: 

● Lesson plan: It is the “map” for teachers to cover the learning needs of 

students and how it would be developed.  

● Flip material: It is an extra material that preservice teachers give students 

before the classes to have a previous knowledge of the topic. 

● Products / evidence: It is the result of the task that the students made during 

the sessions. 

● Attendance: It is the register of the number of people that are present at the 

moment to start the sessions. 

● Syllabus: It refers to the main points of a course of study 

● The material used during the sessions: It is the visual material that preservice 

teachers need during the development of an activity to facilitate the 

information for students.  

● Recording: It is the process of storing videos/audios with the purpose to 

review them later. 

● Survey: It is a method where a sample of people is taken to gather 

information. 

● Authorization document: It is written authorization granted by a person to 

examine any information. 

● Journals: It is a physical or digital account of all the events developed in a 

specific situation.  



 

 

 4.2.4 Creative return 

 At the end of 2021-1, we had different moments to think about everything we 

did and how we could change it better for the next semester before starting. It helped 

us to correct some specific things during the second semester, for example, the 

organization staff and folders in Drive and adding more and new topics, which was 

important to make a difference in CLAP with other spaces. There always could have 

some changes according to the demand or through the time because education 

cannot be static, it has to evolve. When the first semester (2021-1) ended we take 

into account the different aspects that should change to improve the project such as 

schedule, syllabus, flip material, lesson plan and some others. 

 

4.3 Planification of the systematization and the practicum 

 In the following part of this text, you are going to find all about changes and 

things developed in CLAP in both semesters. It is going to start from the first 

semester, then pass to the second semester, and finally finish with a little reflection 

of all that was made. 

 

 4.3.1 First semester 

 We started the first semester of professional practicum. We had to create the 

syllabus that we had used during the semester. It was divided into weeks, each week 



 

had two different sessions. At that time we created two different lesson plans, each 

of us used the same for the tutors team. It was not necessary to attend every class 

to practice and learn from others.  

 

 After that, we created our folders in Drive where we compiled everything 

about sessions; class recordings, class attendance, flipped material, lesson plans, 

products or evidence, the syllabus, an authorization document where students gave 

us their authorization to use their personal information and products that they created 

during classes, and finally all the journals that we used for our practicum classes.  

 

 The syllabus was created with the topic of the class, and the objectives for 

each class. It was written in Spanish and with all the dates for each class. There 

were two topics per week since we had two groups. 

 

 



 

(Figure 1, Syllabus 2021-1) 

 

 Most importantly, something that is a characteristic of CLAP is how we 

planned our classes. There was not a specific format, so we used infographics to 

explain what we did during classes, as it shows in figure number 2. 

 

(Figure 2, lesson plan example 2021-1) 

 

 In the same way, we created all the flipped materials that we sent previously 

for each group before classes. In that way we put into practice Flipped learning. This 

flipped material that we created, had words that they could use during classes to 

develop all the activities. In the following figure, there is an example of the kind of 

flipped material we made. 



 

 

 

(Figure 3, flipped material example 2021-1) 

 

During the first semester, the flipped material had a vocabulary that they could 

use during the session and was divided into words in English and the translation, 

something that changed during the second semester. 

 

 Each session had its own product made by the tutees, in the following images 

you are going to see students’ artifacts made during the first semester. The activities 

developed during this first semester were about the topic, not as specific as it is now. 

In this second semester, the topics were guided to have a purpose in their future 

teaching. 



 

  

(Figure 4, example student’s evidence Miguel class 2021-1) 

  

(Figure 5, example student’s evidence Daniela class 2021-1) 
Note: In this picture it is evident how the students at the moment to participate 

have some grammatical mistakes that were corrected through feedback during the 
class since English is used with communicative matters over the grammatical 

ones. 



 

  

(Figure 6, example student’s evidence Luisa class 2021-1) 

 

 Also, we had to take attendance carefully for those students who had 

problems attending classes. Each one of us managed an Excel document to compile 

this information. It was divided into different sheets for every day of class. 

 

 When we finished the process in the first semester, we made a kind of award 

for those students that attended every class during the whole semester. In the next 

image, you can watch how the award was.  

 



 

 

 (Figure 7, award given to the students who participated during 2021-1) 

 

At the end of the semester, we applied a survey to take all the students' 

information about their experiences during classes, what they thought of the project, 

and how they felt during the classes to know the differences between this new space 

and others disposed by the university.  

  



 

(Figure 8, example survey to compile experiences 2021-1) 

 

4.3.2 Second semester 

 

In contrast with the first semester, there were several changes in the second 

one. Starting with the syllabus that changed with four different topics per week, also 

we added objectives and competencies per class in English. It changed because in 

the second semester (2021-2) there were new participants as tutors. Due to it, we 

had to add the objective and the competences, so in such a way new tutors could 

create their own classes and lesson plans in an efficient form to reach the aims of 

the topic previously developed. 

 

(Figure 9, Syllabus example 2021-2) 

Note: It is notice here that we had four classes per week with objectives and 

competencies 



 

 

 Since this, the lesson plan also changed. We put objectives and 

competencies on it. Each practitioner made a different lesson plan, in that way if a 

student can not attend a specific hour, they can access another class or many 

classes in the same week without repeating the topic. It was necessary to add 

objectives and competencies in order to clarify the class intention. Indeed, each 

class require those competences that were implicit in the previous syllabus, but 

taking into account that this new syllabus would be used by other pre-service 

teachers it was necessary to add it. 

 

    

(Figure 10, lesson plan example 2021-2) 

Note: We added objectives and competencies  

 



 

On the other hand, we also had the changes on the flipped material. In 

contrast with the first semester, in the flipped material now we put a word that could 

be strange or different for the students and the IPA (International Phonetic Alphabet). 

Another point is that we added images to make a better understanding about the 

meaning of the word, In the cases of that vocabulary that could be abstract or maybe 

do not have a specific meaning to be represented with an icon or just with the IPA 

transcription. 

 

  

(Figure 11, flipped material 2021-2) 

Note: It is notice we added phonetic transcription  

 

In the same way, there were some changes in the activities for students. The 

idea of CLAP is collaborative learning, in the first semester. It was developed 

differently because it was the first staging of the project. That is why, with teacher 

Mabel’s helped us to decide that students with the topic of the class had to create 



 

their own activities for children and explained to us why they made the activity in that 

way according to their knowledge. In response to the previous thoughts developed, 

the following images show the activities that students made during the sessions. 

 

 

(Figure 12, example student’s evidence Miguel class 2021-2) 

Note: Activity for children  

 

 



 

(Figure 13, example student’s evidence Daniela class 2021-2) 

Note: Activity for children   

 

 

 (Figure 14, example student’s evidence Luisa class 2021-2) 

Note: Activity for children  

 

 The sessions also changed the reflective time, every class in the last 15 

minutes during the first semester we left the space to socialize with students about 

how they could change the activities made in class for children. Now, this second 

semester, we joined this reflection with the tasks that they created and applied with 

us. During the last 30 minutes they had to create an activity, apply it with the rest of 

the class and explain why they use that activity and what is the purpose of the activity 

with children. 

 

 4.3.3 Reflection 

 

Finally, taking into account all these changes as a conclusion, we can say 

that the use of ICT tools changed; we tried to start using social networks and different 



 

websites to create activities. It was a continuous interchanging of ICT tools 

knowledge between both bachelor’s degrees because that was the main purpose of 

CLAP to share knowledge with other future teachers. 

4.4 Data collection   

 We took into account many aspects to collect the necessary data for our 

systematization. The first one was the number of students who wanted to participate. 

In this field; we sent the schedule for each one of us. There were just five groups of 

people, this was sent to teacher Blanca who sent it to the coordinator from Bachelor 

degree in Early Childhood Education. Then, students choose the best schedule for 

them to attend, after this, teacher Blanca sent us that document where we could see 

how many students registered in the project, with that we organize our schedules to 

take attendance during the semester. Likewise, we consider that it was possible to 

cover those aims previously proposed where we take into account the students' 

needs towards the facilitation of academic areas where they achieve self-confidence 

and meaningful learning. Under those circumstances, we recognize those 

necessities to establish effective solutions that would promote the students' 

participation in the CLAP sessions due to the multiple spaces to attend.  

 

 4.4.1 Artifacts 

 

We use different methods for data collection, all depending on what 

information we need. First, we compiled all about students, attendances, and 

certifications by Excel. In this part, we could organize the main document in each 



 

one of us, where after categorizing we created the sheets of attendance for each 

group that helps us to take care of every data we could need. There were 114 

students registered, yet the ones that attended were less than we expected, even so 

there were students that were consistent with the attendance, others that 

participated sporadically during the process and others that deserted a few days 

before the start, this was similar for all the preservice teachers in their lessons during 

the whole semester. In the following images, you can see the report that we had 

during that semester about attendance that was taken by each one of us. As a result, 

we expected a different participation by the students, certainly, we faced multiple 

external difficulties that were mentioned in the “see” stage that hinder their 

performance in CLAP lessons. Despite that, we recognize the effort of those 

students that keep attending until the end.  

 

 

(Figure 15, students registered in CLAP 2021-1) 

Note: There were 114 in total 

 



 

Then, in the next figure, there is the compilation of all the students that 

attended during the semester and who received certification by email. All this data 

was compiled on Excel sheets.  

 

 

(Figure 16, Students registered and the amount of them in each class 2021-1) 

 

 

(Figure 17, Students who finished the project 2021-1) 

 



 

 

(Figure 18, Students registered in CLAP 2021-2) 

Note: There were 113 in total 

 

 

(Figure 19, Students who registered and the amount of them in each class 2021-2) 

 

 

(Figure 20, Students who finished the project 2021-2) 

 



 

Other data that we compiled was about topics to see during the semester, we 

as practitioners had to choose the topics and create the syllabus. That was very 

significant to us because we reinforce how to properly create objectives, 

competencies and realize how difficult it is to organize the chronogram of topics. 

Based on the students' comments, it was possible to determine the topics that were 

more suitable for them to learn and teach English through the perspective of young 

learners, and foreign language teachers. 

 

(Figure 21, Syllabus example 2021-1 CLAP) 

 

The syllabus is seen as an instrument in which the teacher can achieve a 

degree of ‘fit’ between the needs, aims of the learner and the activities which will 

take place in the classroom (Yalden 1984; as cited in Nunan, D. et al. 1988) so it was 



 

compiled on a Word document in the same field as the rest of the information we 

needed. In the following figure, it is possible to observe the complete field used to 

compile needed information for our systematization in 2021-1. There are three 

specific fields in Google Drive with our names where we save all about attendance, 

class recordings, and products made by the students. After these three onesS we 

had, one field just for lesson plans, and another one for flip material and links or 

material for activities. Finally, in the main field, we let the authorization document, a 

certification given to the students, the syllabus, and the survey used to compile 

experiences from students. 

 

 

(Figure 22, Google drive fields to compile information 2021-1) 

 



 

 

(Figure 23, Google Drive fields to compile information 2021-2) 

 

In the survey, we tried to compile every comment, idea, and suggestion by 

the students to take it into account the next semester. The next figure is a little part 

of the survey. 

 



 

 

(Figure 24, Students experience compilation survey) 

4.5 Analysis and interpretation of experience and data  

According to the previous information and description of that information that 

was compiled to our systematization; we met at different moments to analyse every 

important fact or aspect to take into account at the moment to write the document. 

 

Comparing the number of people who registered with the number of people 

who finished was surprising, but also reading some notes that we took about the 

classes has a reason. At that moment there was a protest here in Colombia, so 

almost all the students had problems arriving home early, and they did not have 

mobile internet to connect the class, even though it is difficult to have a good class 

by phone.  



 

 

Another reason was that the university changed the email address to have 

access to meetings or the email, so we were disconnected from everybody. There 

was hope at that moment because some students gave us their WhatsApp numbers 

before all this happened, so we could continue talking by   but that is the main reason 

for those students who registered and did not continue. 

 

Another aspect that we compiled was the topics used during the semester. 

First, we had some ideas to take into consideration, but as CLAP is collaborative 

learning, we also asked students from bachelor degree in early childhood education 

which topics would they like to work on during the sessions, most of them wanted to 

practice ECAES exam, other people wanted to practice reading books for children 

or even song for children in English that maybe they could use to their own classes.  

 

After analysing the best topics to work on during the sessions, we try to take 

into account what the students suggested and add some new topics. So, we decided 

to work on general topics where they can practice working with children too.  

 

Finally, students filled the survey about their experiences in these questions 

we tried to ask for every thought that students could have. Some of them were: 

 

● What do they expect about CLAP? 

● What do they think about CLAP after participating in? 

● How do they feel during the process in CLAP? 



 

 

4.6 Socialization  

Taking into account what was previously written, when we started doing our 

professional practicum in CLAP, we expected to do just our classes and compiled 

class recording and attendances, but after it started, we realized that there were a 

lot of things to take into account when you are a teacher. 

 

CLAP is a good opportunity to practice in an approximate space. We learned 

to work as a group, to prepare a class, manage a group, have plan A until Z as a 

teacher.  

4.7   Chronogram  

 

 In the following four spaces would be found the dates and organization 

chronogram that we had to develop every step in CLAP during 2021-1 and 2021-2. 

 

4.7.1 Activity Planning 

  

 It is important to remember that we three in 2020-2 created CLAP as our 

project in the class (Metodología de la investigación). Having this in mind, when we 

started 2021-1 with teacher Blanca’s help could become CLAP as a practicum 

space. After that, we could start thinking about every requirement we could have 



 

before starting the academic semester. It was established in that way, since to 

develop the practice was necessary to accomplish the determined hours. On March 

29th, 2021; we started to create the content table for all the semester, where we had 

to take into account the weeks to work on. The weeks were set up based on the 

duration of the semester. 

 

 

 

(Figure 25, topic names worked during 2021-1) 

 

 We started classes on April 5th, because there were some delays to starting 

the sessions before when the rest of the practitioners did it. The first class of that 

week was from April 5th to April 9th where the first session was to meet each one 

and ask what topics they would like to work on. 

 

 On April 5th, 2021, was created the syllabus to work on during the semester, 

taking into account the previous content table and the suggestions they give. At that 



 

moment, objectives were identified and sessions started to carry out on the second 

meeting of that week. The lesson plans were created on the weekend, where we 

met online to plan everything as a group for all the week. 

 

Since, the same week started the sessions where even the lesson plans were 

the same, every practitioner developed the class in their own way. It continued 

perfectly until the renovation of the institutional email in the university, it was the 

week after we started when we present that incident. It made losing contact with the 

students who could not continue participating. With those people who tried to search 

for us to continue, we created some WhatsApp groups to anticipate future problems. 

Two weeks later, on April 28th, 2021 the protests started in Colombia which meant 

that the students could not arrive on time to the sessions and did not continue.  

 

 On May 30th, 2021, CLAP finished its sessions. In the last class, we sent the 

survey, the authorization document, and the certification for those students who 

continue until the end despite the inconvenience of that semester. 

 

 On the other hand, taking into account everything that happened before we 

tried to ensure ourselves to fix and anticipate all those problems, so when we started 

on September 13th, 2021, in the first session we created WhatsApp groups to have 

better communication with students and just in case something similar could happen 

again. Also, we presented the project to the students because we knew that teachers 

could not understand CLAP and made sure they could continue according to the 

condition that CLAP has.  



 

 

 At the final activity, we planned to use a Google Form as a tool to compile the 

experiences of each student to conclude how it was the experience of them through 

the CLAP learning experience and what are the most important things they learnt.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

CHAPTER IV  

 

      Fourth Phase:  CREATIVE RETURN   (DEVOLUCIÓN CREATIVA).  

 

 

 

 

 According to Juliao (2011), the creative devolution, the last phase in the 

praxeological methodology, is about all the reflections made across all the previous 

phases, it is where we answer the question “What do we learn from what we do?”. It 

can be said as the conclusion of all what we do during the see, judge, act, and the 

reflection about everything that we learn during the process. 

 

5. Systematization of pedagogical practicum 

 



 

In the next part of this text, it is going to be considered the finding and 

conclusions. Through the analysis of the information and instruments to collect the 

data of this research.  

5.1 Analyzing the information and Instruments of Data Collection 

collected from the pedagogical practicum 

 

Taking into account the materials that were collected during 2 semesters we 

are going to describe a critical analysis of those results and contrast the 

expectations, results, and conclusions that are relevant to synthesize multiple facts 

during this systematization.  

One of the most important things of this systematization was the mutual 

exchange of knowledge. We had the opportunity to evidence that mutual learning 

through reflecting in the material, recordings, and topics that were explored with the 

students from Early Childhood Education. Based on that, we identify the techniques 

that are more relevant and meaningful for children in terms of learning or exploring 

a new topic.  

Nevertheless, it is important to rethink in those moments where the 

conversational discussion in class has become an assessment for the tutor activities 

by the tutees. There was reliable proof that RPT is a methodology that could be used 

in the language learning context. Perse, we think that language development 

corresponds to free expression, and to the meaningful interaction that we could 

create based on it. If we change the traditional approach with our students, we are 



 

going to be able to expand their self-confidence and let them be aware of their 

capacities performing a language.  

5.2 Organization of the information (collected in practice) 

At the moment of the data collection we realized that some of the methods 

that we used to collect the data were not efficient at all, such as it was mentioned 

earlier that misplacement of some information in places like WhatsApp, email, and 

drive had hindered some procedures in the first semester. Despite that, a significant 

advance was the decision to organize tutees' works, flip material, materials, 

attendance, lesson planning, and recordings in the same place. The idea was to 

facilitate access and guarantee the critical analysis of all material that we collected 

during the second semester.  

 

On the other hand, another way to organize the data collection was the use 

of Excel at the moment to analyze the attendance of all the students during the whole 

semester and register which tutees continue from the start to the end and which ones 

not.  

5.3 Critical interpretation of expected and unexpected results 

 

As we expected, we demonstrate the use and efficiency of RPT in a university 

environment and in our own context. Also, an unexpected result was the acceptance 

by the students who decided to attend the lessons just because they want it, not 



 

because they have to. It was important to create an intrinsic motivation in the 

students at the moment to face the language in context.  

 

We must confess that we did not expect to have a warm welcome from the 

students because sometimes people think that pre-service teachers do not have the 

experience to give a class or teach something, but that is wrong. We have more 

ideas from new research on methodologies that can help students to understand 

better.  

Sincerely, we collected more unexpected experiences because during the 

development of this project we discovered new aspects about us. One of the most 

gratifying results was the self-confidence that tutees embrace. Through them we 

recognize the labor that we were doing with the university and that commitment to 

help others. 

 

5.4 Conclusions 

  

To sum up, we can mention that in relation to the mutual learning that we 

obtained, students from early childhood education could show it in a direct way, since 

they can do it during the session, however by our view, we can not illustrate the 

learning that we acquire until we have the opportunity to experiment a direct contact 

with children in a practical context. This is because the theory can not be 

demonstrated until we put it into practice. 

 



 

 Also, we can say that something important during this process was the 

demonstration that in a comfortable space students can learn better, they are not 

going to be afraid to try to speak English, and that context is not only 

communicational but also their profession. 

 

Furthermore, the compilation of experiences has enlightened us towards the 

experiences, feeling, and the understanding of what a teacher is. Likewise, we had 

the chance to explore and apply methodologies that indeed are not intended to be 

used in a language classroom. 

 

In the end, this project has become what we initially wanted, a conversational 

space among peers where anyone has the opportunity to learn from each other while 

enjoying sharing and interchanging knowledge. Indeed, we consider that it was a 

successful space because we cover each objective and aim that we propose. Our 

intention is to still motivate other students to create, participate and innovate using 

what we learn during the university.  

 

For us, this process is our aim as students of UNIMINUTO because we 

respond to the values of our founder, showing others that we always could 

participate in the solutions of our society, promoting new perspectives and showing 

that it is possible to change the world if we have the willingness to do it. 

 

The social responsibility that UNIMINUTO has promoted among their 

students would impact directly in society, now it is affecting us because now we are 



 

the life example that such a beautiful thought could transform the world. Hence, we 

now carry the words and vision of our founder, transforming the world with actions 

that answer the problematics that affects our society.  

 

6. Evaluation of the systematization 

In this part, we are going to evidence and socializ