Examinando por Materia "Andamiaje"

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  • Miniatura
    PublicaciónAcceso abierto
    Scaffolding strategies and vocabulary acquisition to improve reading comprehension
    (Universidad de Córdoba, 2025-06-26) Narvaez Negrete, Mayra Alejandra; Correa Narvaez, Jesús Miguel; Salgado Salazar, Ana Milena
    This report details the experience obtained from the internship process carried out at Institución Educativa Escuela Normal Superior de Montería. This internship aimed to improve reading comprehension through vocabulary acquisition and scaffolding strategies in students and to develop teaching competencies from practice with students in seventh and eighth grades by implementing scaffolding strategies for the acquisition of vocabulary and reading comprehension such as modeling, predictions, use of graphic organizers, etc. Relevant gains were obtained from this internship related to the aptitudes and attitudes of the students, the professional and personal development as an intern in a permanent educational context, and the way in which this process has contributed to different processes in the institution. Finally, it also contains the reflections at the end of the process, the perception of limitations, and suggestions for future interns regarding the relevance of internship processes for personal and professional development.
  • Miniatura
    PublicaciónAcceso abierto
    Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
    (Universidad de Córdoba, 2025-06-28) Ávila Sánchez, Jose Antonio; Romero, Yanilis; Lozano Hoyos, Levis Leonardo
    This report outlines a virtual internship within the University of Córdoba’s Internship Mentoring Program, aimed at supporting five second-semester Foreign Languages students struggling with English proficiency. The internship focused on overcoming challenges like limited vocabulary, fragmented oral communication, lack of confidence, and reliance on mental translation through tailored mentoring. As a mentor, I conducted virtual sessions (60 180 minutes) using scaffolding, immediate feedback, and tools such as Postcards, Worlds, and Quizlet. Activities like role-plays, vocabulary extraction from authentic media, and guided grammar exercises promoted autonomy and fluency. Students showed marked improvement in vocabulary retention, communicative fluency, and confidence, while reducing mental translation and speaking anxiety. I developed skills in diagnostic assessment, lesson planning, empathetic communication, and virtual classroom management. The internship also highlighted the value of personalized virtual interventions within the university’s academic support system. This experience enhanced my adaptability, deepened my grasp of English language pedagogy, and strengthened my dedication to student-centered teaching, laying a robust foundation for my future as an educator.