Examinando por Materia "Bilingualism for peace"

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    Building a sense of community to develop communication and participation in students from the Bilingualism for Peace program
    (Universidad de Córdoba, 2025-06-25) Espitia Salgado, María Alejandra; Díaz Arroyo, Eliécer; Vergara, Elkin
    This report reflects the experiences, growth, and knowledge I gained during my internship in the Bilingualism for Peace program. As a future English teacher, this opportunity was a crucial step in my academic and professional development. My main goal was to gain real teaching experience and learn how to apply strategies that support students’ communication and participation in real classroom settings. I was responsible for teaching two of the highest-level groups at Aguas Negras School, where I adapted my lessons to students' needs using methodologies such as Community Language Learning, Task-Based Language Teaching, and Sociocultural Theory. I did face some challenges, including differences in group dynamics, and students’ initial lack of confidence, these situations, however, motivated me to find effective solutions and reflect on how to improve each class. And finally, I also offer some suggestions for future teachers.
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    Collaborative learning to promote values at El Sabanal School
    (2023-08-06) Ruiz Guerra, Orianis; Paz Wechek, Martha Elvira
    This report describes the internship process conducted in the program Bilingualism for peace at El Sabanal school. This process was conducted in low elementary, second level belonging to the program and consisted of face-to-face and virtual classes. The principal purpose of this internship was to develop the importance of teamwork through games and didactic activities, provide them with the necessary accompaniment through the process and establish good relationships between classmates. In addition, it explains the essential pedagogical perspectives on which this paper is based, which are Collaborative learning (CL) and the role of play and games in child development. Finally, this internship reports discusses the methodologies, results, conclusions, recommendations, and limitations of this meaningful process for personal and professional growth.
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    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 institción educativa Camilo Torres: bilingualism for peace program
    (2023-02-03) Vidal Navarro, Karoline; Pastrana Muñoz, Juan Carlos
    This report describes the internship process conducted in the Bilingualism for peace program at Camilo Torres high school. It consisted of teaching face-to-face and online lessons to learners from the program. This internship aims to show my personal and professional experience promoting critical literacy through projects (PBL) aligned with Bilingualism for peace themes, and values, will be put into practice. Additionally, it explains the main pedagogical perspectives on which this report is based, which are: critical literacy, project-based learning (PBL), and value education. Finally, it illustrates the methodologies, results, conclusions, recommendations, and limitations of this process, in which an intern experiences personal and professional growth.
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    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.
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    PublicaciónAcceso abierto
    Meaningful experiences: a path to learning english
    (Universidad de Córdoba, 2025-06-28) Padilla Barrios, Linda Shirly; Vergara Sanchez, Elkin David; Diaz Arrollo, Eliecer
    This report summarizes my participation as an intern in the Bilingualism for Peace program, developed at the La Ribera Educational Institution in Monteria, Cordoba. During the internship, I was in charge of teaching English classes at the Intermediate and Conversation levels, following the guidelines established by the program. In addition to fulfilling specific responsibilities such as reviewing student documentation by level (personal information, grades and payment status), proposing and organizing activities for the celebration of special dates, disseminating relevant information provided by the program, and supervising the arrival and departure of students, I was also attentive to the coordination and organization of the other interns.
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    PublicaciónAcceso abierto
    Promoting second language learning through a peaceful education: an internship journey applying gamification and task-based learning
    (Universidad de Córdoba, 2024-12-11) Cabrales Rojas, Yaireth; Paz Wechek, Martha Elvira; Lordouy Arellano, Danilsa Del Carmen
    This paper details my internship experience through the Bilingualism for peace program at La Rivera school. Specifically, with students from 8 to 13 years old belonging to Beginners and pre-intermediate levels. The main purpose of this academic journey was to apply gamification and task-based learning to enhance student’s communicative skill, as well as promoting a peaceful environment through the language. Regarding gamification, it was a powerful tool that supported the process of improving student’s communicative skill, and the task-based learning approach helped provide meaningful tasks focused on students’ needs and context. Additionally, through this internship, students were able to experience a diverse and enjoyable educational space.
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    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.
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    PublicaciónAcceso abierto
    Using multisensory teaching strategies to improve students reading difficulties and their socio-emotional health
    (Universidad de Córdoba, 2024-01-29) Arroyo Durango, Ashley; Romero, Yanilis; Arango, Andres
    This report describes my internship experience in the Bilingualism for Peace program carried out at the Cristobal Colon School, located in the southern area of the city of Monteria. This process was conducted at the beginners’ level. The objective of these practices was to help students with reading skills problems through planned lessons based on multisensory strategies and social-emotional learning. Providing students with different types of ways to learn comfortably and effectively by being exposed to activities where the different human senses are used. This allows for an enriching environment to learn more easily. Finally, this report describes the methodologies, results, conclusions, recommendations, and limitations of the whole internship process.