Examinando por Materia "Habilidades comunicativas"

Mostrando 1 - 4 de 4
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    PublicaciónAcceso abierto
    Developing efl learners’ study habits to improve communicative skills under the “Mentoring” program at Universidad de Córdoba
    (2023-07-26) Gil Vergara, Kamila Susana; Nieto Caballero, Jaime Arturo; Olga Lucía Galván Garcés
    This report describes the internship accomplished at the University of Cordoba in the Foreign Language Teaching Program under the Student Academic Accompaniment and Mentoring Program. It is intended to prevent student dropout and to bring down the level of desertion to maintain and stimulate the permanency of the students in the program. 15 learners who were studying Grammar and Communication from novice to upper intermediate level enrolled from first to fifth semester, were identified and presented academic needs mainly regarding study habits which affected their academic performance; they lacked a plan to study appropriately to improve their communicative skills, they also had some difficulties concerning the use of grammar in writing and listening tasks. Add to this, students had personal problems which caused them to stop paying attention in class or to attend classes. As many of them worked sometimes they did not have time to get home to study and they simply could not concentrate in class due to external problems. The methodology applied was principally founded on professional development to measure the different needs teachers encounter at different stages of their career; collaborative and cooperative learning which let the mentor and the mentee work together to achieve a common goal; also, the development of study habits which lead the learners to create and domain a set of behaviors to study more proficiently, and the implementation of adapting methodologies. The results confirmed that mentees could not only improve their communicative skills, but also their academic records in some way, likewise they realized the importance of having a plan to track progress and set goals.
  • Miniatura
    PublicaciónRestringido
    English teaching strategies to develop communication skills in Autistic children
    (2023-07-11) Piñeres Polo, Natalia Isabel; Herrera Naranjo, Sol
    The purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa Rosa de Lima Educational Institution, a public institution in the city of Monteria, with a nine-year-old student diagnosed with Mild Autism. Making a complete description of the process of developing communication skills, class observations, semi-structured interviews with the teacher of the group and the autistic student were conducted to learn more about the educational context and their involvement in their learning process of the English language. In the same way, the didactic guides used by the teacher to teach her English classes and the PEI of the institution were reviewed to find out if the educational institution has the necessary inclusive policies for students with diversity, including autism. The findings allowed us to know the strategy used by the teacher to develop the speaking skill in English, which is the use of technologies focused on online games to achieve the development of the student with the speaking skill. In the same way, it was found that the teacher with respect to the writing skill with Autistic student, analyses are reflected where there is a high percentage of isolated vocabulary teaching with what is observed of the student's development with the writing skill, the student is not capable of developing his writing skill according to the necessary characters that the student must have, guiding us from the institutional documents of the English area related to writing skill. To conclude, this research suggests some references to the work of the teacher and that should be considered for the development of the autistic student in the English subject, these suggestions will help to achieve an environment conducive to the development of the student's learning process in English class. This is with the aim of providing more information on the teaching strategies that can be used by English teachers to ensure that students with Autism favorably develop communication skills and that they can be considered for the development of the teaching exercise when required.
  • Miniatura
    PublicaciónAcceso abierto
    A Personal Leadership Statement
    (Universidad de Córdoba, 2023-12-21) Ayala López, Ana Milena; Machado Pérez, Sebastián; Polo Romero, Madiezdic Eugenia; Aguas Castillo, Pedro Pablo
    Currently, secondary education institutions recognize the need to improve educational quality, one of them is to enhance the reading comprehension of students to increase their communication skills, particularly in a foreign language such as English. A potential solution to address this challenge is to enact team leadership among educational personnel to facilitate ideas that promote critical reading. This paper describes the influence of team leadership on the teaching, and learning of students in schools, emphasizing inclusion through empowerment and detailing the aspects necessary for its implementation in pedagogical practice. Likewise, it promotes the importance of developing good planning in institutions according to the current reality, in which activities that generate engagement and motivation are promoted through the use of technology to encourage collective work. Finally, it contains our assumptions about this educational phenomenon and the strategies that future team leaders should use to provide quality education.
  • Miniatura
    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.