Examinando por Materia "Oral production"

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  • Miniatura
    PublicaciónAcceso abierto
    Culturally responsive pedagogy to promote oral production in 7th grade students at a public school in Antioquia -Colombia
    (2022-09-02) Carmona Sotelo, Isael Manuel; González Lara, Delia Rosa
    This research proposal was directed to the teaching of the English language, specifically in the teaching-learning process of oral production; where “morphological, phonological, syntactic knowledge, […] and pragmatic competence” (De la Barra et al., 2018, p. 114) were pedagogically mediated from a Culturally Relevant Pedagogy (CRP) to reach “academic success” and “cultural competence” (Pilotti et al., 2021). The students who participated in this research proposal presented difficulties in orally expressing their opinions, desires, likes, or dislikes when participating in English classes. Therefore, this study aimed to research on how culturally responsive pedagogy could develop oral production in 7th-grade students of a public institution with 22 students, who were the participants. For that end, pre-and speaking task, three focus groups, and the design of two lessons plans were used to collect data. The results revealed that: First, students' development in oral production was observed due to CRP, and second, significant changes in students' oral production were noted in the implementation of CRP. And thirdly, it was related to the perception of students towards the use of CRP classes, all focused on improving oral production. In this way, assignments were no longer just a matter of performing an isolated activity; rather, they could share familiar cultural experiences and tasks where the student felt comfortable and meaningful learning was achieved. Keywords: culture, CRP, speaking ability, oral production
  • Miniatura
    PublicaciónAcceso abierto
    Final internship report at the Language Center located in Universidad de Córdoba
    (2023-07-10) Bustamante, Vanesa; Bohórquez Rodríguez, Deimer David; Arango Arteaga, Andrés Felipe; Nieto Caballero, Jaime Arturo
    This report aims to investigate the effectiveness and impact of Project-Based Learning (PBL) on the holistic development of children from ages 7 to 8. PBL is an innovative educational approach that engages students in authentic, hands-on projects to develop critical thinking, problem-solving skills, collaboration, and creativity. The report examines various dimensions of children's growth, including cognitive, social, emotional, and physical aspects. Key findings highlight that PBL positively influences children's cognitive abilities by fostering curiosity, self-directed learning, and knowledge application in real-world scenarios. The collaborative nature of PBL enhances social skills, including communication, teamwork, and leadership. Additionally, emotional intelligence and self-confidence are bolstered as children face challenges, receive constructive feedback, and experience the satisfaction of project completion.