Examinando por Autor "Sagre Barboza, Ana María"

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    PublicaciónAcceso abierto
    Critical content tasks to de-center sexist discourses
    (Universidad de Córdoba, 2024-01-30) Galeano Villadiego, Mayra Alejandra; Acosta Espitia, Ana Camila; Sagre Barboza, Ana María; Herrera Naranjo, Sol Jashmed
    This research aims to explore the effectiveness of critical content tasks in fostering awareness and challenging sexist discourses among students in a public institution in Berástegui. The central question guiding this study is, "How can critical content tasks help students decenter sexist discourses?" The investigation focuses on promoting awareness of diverse sexist behaviors towards both men and women. Employing critical content tasks involves presenting students with authentic materials addressing specific topics, thereby encouraging them to question, reflect upon, and criticize instances of sexism. By incorporating valuable content that contributes to students' development as informed citizens, this study seeks to facilitate a deeper understanding and reflection on issues related to sexism within the educational context.
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    PublicaciónAcceso abierto
    Internship at Institución Educativa Santa Rosa de Lima “Sagrado Corazón de Jesús”
    (2022-03-03) Martínez Argel, Paola Andrea; Sagre Barboza, Ana María
    This report describes the Internship process conducted at Santa Rosa de Lima, sede Sagrado Corazón de Jesús. It consisted of teaching lessons in person to the students from kindergarten to fifth grade. The main purpose of this internship was to provide students the possibility to be immersed in an English environment and provide them with the necessary accompaniment throughout the process. The lessons were designed and planned based on two High Leverage Teaching Practices, which were: Establishing a Meaningful and Purposeful Context for Language Instruction and Target Language Comprehensibility. This paper discusses the teaching practices, methodologies, results, conclusions and recommendations, and limitations of this meaningful process in which I had a personal and professional growth of great value.
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    PublicaciónAcceso abierto
    The merge of multimodal modes for facilitating target language comprehensibility
    (2022-07-29) Moreno Fernández, María Fernanda; Canabal Rodríguez, Hernán Eugenio; Sagre Barboza, Ana María
    Multimodality involves different forms or modes of expression, among which we mainly find the visual, linguistic, spatial, aural and gestural modes. Even several studies have been conducted analyzing those modes, but separately, our point is that converging these modes in the same social interaction helps the participants to create meaning. Facilitating target language comprehensibility is a core practice based on strategies that the teacher makes use of with the aim of getting students to obtain a better understanding of the target language and to facilitate its meaning, it follows 3 stages, create comprehensible language, create context for comprehension and create comprehensible interaction. These 3 stages help educators to achieve significant interactions in the L2 classroom and converging the different multimodal modes while implementing this practice can improve the performance of the social interactions. Considering this, this study aimed to explore how the merge of multimodal modes facilitate target language comprehensibility. To achieve that, many research articles guided us during the investigation. For the data collection procedures an EFL class was analyzed, the participants were a pre-service teacher and his students when doing his teaching practices. The data collection method used was video viewing and to show the results we used transcriptions with the conversation analysis method (CA). The results of this investigation showed that merging the multimodal modes makes easier for students and teachers create meaning and facilitates target language comprehensibility
  • Miniatura
    PublicaciónAcceso abierto
    Using image model to de- center stereotypes
    (2023-02-03) Correa Morelo, Sobeida del Carmen; Sagre Barboza, Ana María
    This research seeks to explore how eight-grader students from a public school located in a rural area from Lorica, Córdoba dispel from judgment and stereotypes concerning cultural differences through authentic material inserted in the IMAGE model approach. This study also attempts to give an answer to the following question: How might authentic materials and the IMAGE model help secondary school students to de-center from judgment and stereotypes regarding cultural differences? To achieve this, this study used a qualitative research method and it applied the action research cycle. The instruments used were participant observations and written tasks. The findings showed that students were able to move from making generalizations and having prejudices to being mindful of cultural differences concerning the English language, especially in terms of where it is spoken, its variety of accents and people who speak this language. The present research project showed that the integration of a cultural lesson throughout the IMAGE model approach and real materials helped secondary school students to change their perceptions into positive ones based on the new knowledge they were capable to acquire during the process and with the exposure to cultural and rich content that they coped with in the classes.