Examinando por Autor "Lorduy, Danilsa"

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    PublicaciónAcceso abierto
    Educational Institution Stephen Hawking: designing a syllabus that fulfills 21st-century skills in young learners
    (2020-11-20) Ardila Martinez, Dana Paola; Perea Valenzuela, Sohari Alejandra; Lorduy, Danilsa; Danilsa Lorduy
    With the intention of determining the characteristics of a syllabus that will develop the skills of the 21st century in the children of the municipality of Cienaga de Oro, a need analysis has been carried out from the responses given by parents, teachers and prospective students to the surveys and focus groups carried out, as well as the documentary review of documents created by the Ministry of Education. On the one hand, it was found that children have a fervent desire to learn English to improve their future professional possibilities and that they want what they will learn to be related to these aspirations. On the other hand, teaching methods involve communication technologies, since with it, they find access to a number of tools that are not found within a conventional class area and that, despite having English classes in their educational institutions, have deficiencies in Basic English skills such as speaking, listening and writing. With this situational and skill based syllabus, it is expected that the Stephen Hawking Institute can contribute to the improvement of the teaching of English in the municipality of Cienaga de Oro.
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    PublicaciónEmbargo
    The use of a multisensory approach to promote reading in english in a child with dyslexia
    (Universidad de Córdoba, 2024-09-04) Mass Villadiego, Marlys Yaneth; Valle Zapata, Liliana; Romero, Yanilis; Lorduy, Danilsa
    Dyslexia has become a frequent condition that teachers face in classroom settings. However, in public schools, it seems to be more difficult because of the lack of teacher training. As a consequence, some teachers struggle every day in mainstream schools with dyslexic students without the appropriate knowledge to teach them. In this sense, this study describes how teachers deal with this disability when teaching reading in English. The main objective of this qualitative study is to explore how an English teacher accommodates his/her teaching of reading in English to a child with dyslexia, and how multisensory activities could facilitate that process. This case study sample is a sixteen-year-old student diagnosed with dyslexia and a secondary English teacher. Data was collected through observations, interviews, stimulated recalls, and multisensory activities over one scholarly term, this data was analyzed by carrying out a thematic analysis. Findings showed that the use of multisensory activities not only helped dyslexic students overcome difficulties in reading but also increased their motivation towards English classes. Also, the teacher’s role is pivotal when preparing and accommodating his classes taking into account the student’s needs by using multisensory activities. This study supports teachers providing them with the opportunity to explore the use of a multisensory approach for teaching reading in English to dyslexic students.