E.H.C. Pasantías

URI permanente para esta colección

https://repositorio.unicordoba.edu.co/handle/ucordoba/1474

Navegar

Examinando E.H.C. Pasantías por Materia "Bilingualism for peace"

Mostrando 1 - 4 de 4
  • Miniatura
    PublicaciónAcceso abierto
    Fostering oral production and global citizenship education through a multimodal teaching approach in elementary learners
    (2023-07-14) Vega Salgado, Danelia María; Romero, Yanilis
    This degree work reports my internship experience with elementary level students of the Bilingualism for Peace program, carried out at the educational institution Aguas Negras. I highlight the importance of the Multimodal Teaching Approach I used in the design of lesson plans, activities, materials and strategies, taking into account the VARK modalities. This approach allowed me to foster Oral Production in students as well as the practice of the components of this skill. In addition, I promoted a Global Citizenship Education in order to form critical students, capable of putting into action positive values and making decisions for the benefit of society. 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
    PublicaciónAcceso abierto
    Internship at la ribera school: bilingualism for peace program
    (2023-02-02) Lobo Petro, Juan Guillermo; Yurisan Tordecilla Zumaqué
    This paper is designated to report my internship experience in the Bilingualism for Peace Program. My internship was carried out through face-to-face classes, at the Institución Educativa La Ribera (IE La Ribera) in Monteria. It consisted of teaching English lessons to a pre-Intermediate level, and an Upper-Intermediate Level with students from 8,9, and 10th grade. The problem identified turned out to be that the course curriculum seemed to be excessively focused more on teaching about the language itself, than on addressing important local and global social issues through the language as conflict resolution and human relationships, which is another objective of the program. Therefore, the main purpose of this internship was to promote the development of communicative competencies that allow the students to deal with issues relevant to a globalized, integrated, and competitive world through the design of lesson plans based on an approach of Task-Based Language Teaching, under the theory of Education for Peace, and Intercultural Competence. The lessons used English as a bridge for themes in classes that addressed controversial topics such as Family Issues, Racism, and Gender Equality with the help of a United Nations project to trigger attitudes for a new generation of peace-and-changemaker citizens. This paper discusses the pedagogies, the program where the internship took place, methodologies, results, conclusions, recommendations, and limitations of this meaningful process in which I had personal and professional growth of great value.
  • Miniatura
    PublicaciónAcceso abierto
    Promoting social justice with intermediate students at bilingualism for peace program
    (Universidad de Córdoba, 2024-07-08) Martinez Pizarro Susana; García Montes, Paula Andrea; Nieto Caballero, Jaime Arturo
    The following report shows my internship experience in the Bilingualism for Peace program belonging to the Universidad de Córdoba, Colombia in which 23 students between the ages of 11 and 15 who are in intermediate level participate. The goal of this internship is to introduce students to social justice issues such as gender equality and the rights of LGBTIQ+ communities through the second language. To carry out this process, the following question is asked: How can I include anti-racists topics in my EFL class? The development of the classes is done with a focus on critical pedagogy, anti-racist pedagogy and Problem based learning that allow to create a pleasant environment, where the student feels comfortable expressing their ideas. The results show significant development in critical thinking and respect of students toward other people.