Examinando por Autor "González Lara, Delia Rosa"

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    Culturally responsive pedagogy to promote oral production in 7th grade students at a public school in Antioquia -Colombia
    (2022-09-02) Carmona Sotelo, Isael Manuel; González Lara, Delia Rosa
    This research proposal was directed to the teaching of the English language, specifically in the teaching-learning process of oral production; where “morphological, phonological, syntactic knowledge, […] and pragmatic competence” (De la Barra et al., 2018, p. 114) were pedagogically mediated from a Culturally Relevant Pedagogy (CRP) to reach “academic success” and “cultural competence” (Pilotti et al., 2021). The students who participated in this research proposal presented difficulties in orally expressing their opinions, desires, likes, or dislikes when participating in English classes. Therefore, this study aimed to research on how culturally responsive pedagogy could develop oral production in 7th-grade students of a public institution with 22 students, who were the participants. For that end, pre-and speaking task, three focus groups, and the design of two lessons plans were used to collect data. The results revealed that: First, students' development in oral production was observed due to CRP, and second, significant changes in students' oral production were noted in the implementation of CRP. And thirdly, it was related to the perception of students towards the use of CRP classes, all focused on improving oral production. In this way, assignments were no longer just a matter of performing an isolated activity; rather, they could share familiar cultural experiences and tasks where the student felt comfortable and meaningful learning was achieved. Keywords: culture, CRP, speaking ability, oral production
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    PublicaciónAcceso abierto
    Leadership statement
    (Universidad de Córdoba, 2024-07-21) Puello Franco, Luisa; Fernández Polo, Daniela; Arenas García, Sebastián; Aguas Castillo, Pedro Pablo; González Lara, Delia Rosa; Valle, Liliana
    Este trabajo explora la importancia del liderazgo transformacional en la educación, especialmente en la enseñanza de idiomas extranjeros. El ensayo define una perspectiva de liderazgo personal que prioriza la comunicación, la resolución de problemas y la inclusividad. Enfatizando la colaboración y el empoderamiento, el ensayo explora un plan para el desarrollo profesional y la participación comunitaria. Se demuestra que el liderazgo transformacional inspira y motiva a maestros y estudiantes, promueve el aprendizaje continuo y resalta la importancia de ser docentes líderes.
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    PublicaciónAcceso abierto
    Primer Informe Práctica Pedagógica
    (2016-09-02) González Lara, Delia Rosa
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    PublicaciónAcceso abierto
    Segundo Informe Práctica Pedagógica
    (2016-09-02) González Lara, Delia Rosa
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    PublicaciónAcceso abierto
    Tercer Informe Práctica Pedagógica
    (2016-09-02) González Lara, Delia Rosa
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    PublicaciónAcceso abierto
    Understanding seventh grade students’ fear of speaking in EFL classroom
    (Universidad de Córdoba, 2023-12-12) Ramos Hernández, Daniela Andrea; Saez Martínez, Marielen; Herrera Naranjo, Sol Jashmed; Hernández Álvarez, Danilza; González Lara, Delia Rosa
    This study explores in depth the factors that produce fear of speaking in English in 7th grade students, preventing them from participating orally in the classroom. It is a qualitative study in which five students and a teacher participated, who contributed significantly to the development of the research. Data collection was carried out through observations, semi-structured interviews with the English teacher, and through a focus group formed by the students, thus providing the necessary basis for the research. The results obtained reveal different factors identified in the classroom, among which stand out the emotional repercussions generated by the teasing of classmates, the inadequate interaction among students, as well as the fear of making mistakes or pronouncing words incorrectly. This analysis contributes to shed light on the underlying complexities that affect oral participation in the specific context of the English classroom.
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    PublicaciónAcceso abierto
    Using game-based conversational activities to enhance oral interaction in a primary school in Montería
    (2023-02-02) Archila Ruidíaz, Andrés Camilo; González Lara, Delia Rosa
    This qualitative action research aimed, firstly, to examine whether or not the implementing game-based conversational activities enhance oral interaction in a group of 5th grade students from a public school of Montería taking into consideration the advantages of games to develop speaking skills. Secondly, to know students’ opinions regarding the deployment of games based conversational activities in the class. The data collection was done through the implementation of production tasks (game based conversational activities), active observation, audio-visual recordings, focus groups and semi-structured interviews; besides, it was carried out thematic analysis to generate the categories of this study. The results showed a slight increment on students’ oral interaction after the implementation of games, also, it was observed a positive impact on students’ engagement, reduction of negative feelings related to expressing ideas orally during the English class, while students also seemed to enhance their confidence to speak in English, as well as collaborate more with peers. Future studies of games-base activities should consider the adaptation of games frameworks taking into account students’ context and communicative approaches, strategies to minimize disruptive behavior, the relevance of non-verbal communication as complement during oral interaction as well as the impact of games to reduce the use of the L1 during L2 learning.