Examinando por Autor "Sagre Barboza, Ana Maria"

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  • Miniatura
    PublicaciónAcceso abierto
    Fostering collaborative learning in the technology era through project-based learning in a multilevel classroom
    (Universidad de Córdoba, 2024-07-08) Lambis Guerra, María Isabel; Lordouy Arellano, Danilsa Del Carmen; Sagre Barboza, Ana Maria
    This degree work reports my internship experience with Upper intermediate and Conversation levels students of the Bilingualism for Peace program, carried out at the educational institution La Ribera. I highlight the importance of the Collaborative Learning and Project Based Learning approaches that I used in the design of lesson plans, activities, materials, and strategies, considering the Multilevel Classroom that I had. These approaches allowed me to foster speaking skill in students as well as the practice of the develop of critical thinking and teamwork. During this internship, I was able to demonstrate my pedagogical style and effort by using my skills and prior knowledge to promote meaningful and recreational learning environments. In this paper, I address a variety of aspects, including the professional, students, and personal gains I achieved during the internship. I also share the conclusions I came to, the challenging situations I faced, and the recommendations I have for students of the foreign language program with emphasis on English who are considering an internship as a degree option.
  • Miniatura
    PublicaciónAcceso abierto
    Integrating peace education in English lessons for low-elementary students at bilingualism for peace program
    (Universidad de Córdoba, 2024-07-08) Lara Calao, Jhon Mario; Sagre Barboza, Ana Maria; Galván Garcés, Olga Lucía
    The following report shows the internship process and experience carried out in the Bilingualism for Peace Program at a public school in Monteria, Cordoba, teaching English lessons to 23 Low-elementary students aged 10 to 13 years-old. The purpose of this internship was to teach a second language by integrating peace in the lessons in order to promote a healthy coexistence in the classroom, applying several approaches like Content-Based Instruction (CBI) and Task-Based Language Teaching (TBLT) as well as tasks based on peacebuilding education that promote the knowledge and acceptance of peace in students’ lives. The results show significant engagement from students in these peacebuilding tasks, adopting more appropriate stances on peace and its importance in their lives, ensuring a more inclusive and respectful classroom environment.
  • Miniatura
    PublicaciónEmbargo
    Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia
    (Universidad de Córdoba, 2024-08-30) Galindo Torres, Yeraldin Yohana; Arrieta Carrascal, Adolfo; Sagre Barboza, Ana Maria; Hoyos Ensuncho, Maryluz
    Eng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted in Colombia by Bilingual Policies to comprehending the perceptions and assimilation of opportunities for cultural awareness by English instructors across varying educational levels and socio-cultural contexts in Colombian secondary education. This study endeavors to scrutinize English teachers’ conceptualizations of Intercultural Communicative Competence within their pedagogical practices and the extent of its integration within the language classroom. Employing an exploratory case study research design, the study engaged in interviews with two English teachers operating in disparate educational milieus—urban and rural public schools. Envisaged outcomes of this study encompass novel insights into extant literature on interculturality, shedding light on the cultural perspectives held by Colombian language educators within diverse educational settings and illustrating the integration of interculturality within specific educational strata. Drawing upon the implications of these findings, the study proffers recommendations to fortify ICC practices for prospective language educators in Colombia.