E.D.C. Pasantías

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Addressing personal challenges faced by mentees in their academic journey through the mentoring program at Universidad de Córdoba
(Universidad de Córdoba, 2024-07-09) Ruiz Polo, Yulia Zuria; Galván Garcés, Olga Lucia; Nieto Caballero, Jaime Arturo
This report presents my internship experience in the Mentoring Program at the Universidad de Córdoba, designed to facilitate the academic and social integration of transitioning students. This program supports the entry and permanence of students from the first to fifth semester whose academic needs are identified in English grammar and communication skills. Thirteen first-semester learners showed a lack in the areas of grammar, conversation, and listening during their first semester. These gaps stifled their growth, inhibiting their active class participation coupled with the presence of competitiveness, avoidance of routine behaviors, and low-status comparison among the mentored students and their classmates, leading to negative feelings toward peers and themselves, affecting their academic process as well. This frustration manifested in some mentees by imposing self-expectations and academic overload to reach the same communicative level as their benchmarked classmates, exacerbating personal issues that further impeded their academic progress during mentoring sessions. To address these challenges, the methodologies and strategies implemented included Motivational Strategies, Consideration of Learning Styles, and an Effective Feedback Approach. The combination of these techniques created a collaborative and engaging environment, allowing mentees to effectively address learning barriers while working towards a common academic goal with their mentor, which granted largely positive outcomes during the process. This environment fostered open communication channels for constructive feedback, enhancing the overall effectiveness of the mentorship.
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Addressing vocabulary acquisition in primary students through a gamification approach: a national internship at Santa Clara de Asís
(Universidad de Córdoba, 2024-12-18) Tovar Becerra, Elias David; Diaz España, Itala; Causil, Maria Fernanda; Herrera Naranjo, Sol Jashmed
This report describes my national internship carried out at Santa Clara de Asís School, in Ana Rodríguez de Vidal campus a rural primary school in Monteria, Colombia. The internship aimed to enhance vocabulary learning among twenty learners from fourth grade through gamification. Recognizing their learning needs and challenges in language learning, the internship explored how factors such as motivation, interest, and interactive games and tasks combined with a gamification and task-based learning approach influence their ability to acquire English vocabulary. Gamification was implemented as the main approach to enhance vocabulary learning, making it more contextualized, and enjoyable. This strategy resulted in increased student participation, and the promotion of collaborative learning. Furthermore, incorporating task-based learning, scaffolding methods, and learner-centered strategies, along with a greater emphasis on problem-solving activities, ensured that lessons aligned with students' needs and preferences. These methods collectively demonstrated significant progress in fostering a more dynamic and supportive learning environment, tailored to encourage active student involvement and practical skill development. Employing gamification and task-based learning strategies significantly enhanced students' ability to retain vocabulary while also boosting their enthusiasm for learning English. This internship report is organized into different parts such as outcomes and accomplishments regarding my students' learning process, personal progress, and professional growth.
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Adressing students´ vocabulary challenges: a description of vocabulary thematic approach and its implementation in the mentorship program at Universidad de Córdoba
(Universidad de Córdoba, 2024-12-12) Causil Morales, María Fernanda; Galván De la Ossa, Aura Melissa; Galvan de la Ossa, Aura Melissa; Sánchez Cuello, Jhon Jairo
This report outlines my internship experience within the Mentoring Program at Universidad de Córdoba, which paves the way for academic and social integration. It is intended to prevent students’ dropout from the first, second, and fifth semesters, who have been identified with academic needs, particularly in English grammar and communication skills. Fourteen learners showed learning needs in grammar, conversation, vocabulary, pronunciation, and listening comprehension areas, which hindered their ability to effectively express themselves during their semester progress. Hence, vocabulary acquisition is the central focus of this mentoring program and within this area, emotional support was conducted. These gaps not only hamper students’ development in language skills but also affect their academic progress and their active participation in class, particularly during speaking activities. This delves into feelings of inferiority compared to their peers, which has significantly inhibited their ability to engage fully in learning activities and significantly impacted their academic progress. To counteract these problems during my internship, the approach applied during the tutoring sessions was Thematic Vocabulary Teaching, which ensures the positive emotional support of L2 learners and provides meaningful linked contexts for learning. This combination fostered trust among the students, encouraged teamwork, and resulted in valuable constructive criticism and feedback to address and transform challenges into success to achieve students' academic goals.
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Bilingualism for peace internship: my first approach to a second language, english
(Universidad de Córdoba, 2024-01-29) Madera González, Kevin de Jesús; Arango Arteaga, Andrés Felipe; Vega Calao, Yina Margarita
In Colombia, teaching English is promoted on a mandatory basis, even though it is not taught correctly due to the lack of resources in public schools. As a consequence, there is a gap in the teaching-learning of the second language from the beginning of schooling. However, the internship process carried out in the Bilingualism for Peace program at the El Sabanal School consisted of teaching in-person and online classes to the students of the program with the aim of giving them the possibility of immersing themselves in their first contact with the language. English dynamically and provide them with the necessary support throughout the process. Therefore, this report describes my experience during my internship as an English teacher. To achieve this, I applied Task-Based learning to expand the students' vocabulary. Additionally, this document illustrates the findings and achievements related to the growth, personal improvements, and career advancement of my students.
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Bilingualism for peace: fostering language and values in the classroom
(Universidad de Cordoba, 2024-12-09) Ealo Pérez, Luz Daniela; Paz Wechek, Martha Elvira; Paz Wechek, Martha; Gabriela, Plugliese
Este informe presenta mi experiencia durante la pasantía que realicé en el marco del programa bilingüe de paz en el colegio Camilo Torres. El colegio está ubicado en un barrio económicamente desfavorecido de la ciudad de Montería. El objetivo era enseñar inglés a dos grupos diferentes de estudiantes entre las edades de 10 y 17 años, mientras se trabajaba en el respeto y se desarrollaban habilidades comunicativas. Esto debido a que los estudiantes se comportaban de manera irrespetuosa con sus compañeros. Para ello, se utilizaron diferentes tipos de métodos de enseñanza: aprendizaje basado en juegos, aprendizaje basado en tareas, aprendizaje cooperativo junto con el método audiovisual. Además, se establecieron normas básicas con directrices para la clase. Tuve que hacer frente a varios problemas, como la escasa asistencia y algunos comportamientos perturbadores. No obstante, estos métodos mejoraron el ambiente en el aula y la actitud de los alumnos, con el objetivo común de ayudarles a desarrollar sus competencias lingüísticas y prepararlos para las distintas destrezas a las que tendrán que enfrentarse en el futuro.
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CBI to promote conversation level students reading comprehension
(Universidad de Córdoba, 2024-01-17) Flórez Ubarnes, Laurent Yasmin; Paz Wechek, Martha Elvira; Galvan Garces, Olga Lucia
Esta pasantía se realizó en la Institución Educativa Camilo Torres a través del programa Bilingüismo para la Paz. Esta pasantía tuvo como objetivo mejorar la comprensión lectora de los estudiantes del Nivel Conversacional, teniendo en cuenta que algunos de ellos están próximos a cursar el grado 11 y presentar su examen ICFES. Además, esta pasantía me ayudó a explorar y mejorar mis métodos de enseñanza y a darme cuenta que como docente no solo enseño gramática inglesa, sino que también puedo enseñar otras materias dentro de ella. Este trabajo describe el programa donde se realizó la pasantía, las pedagogías implementadas, la metodología, los resultados, conclusiones, recomendaciones y limitaciones de este significativo proceso en el cual tuve un crecimiento no solo profesional sino personal.
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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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Cooperativa learning as a teaching method to improve oral production in the english class At Institucion Educativa Los Garzones
(2023-08-02) Pardo Cavadia, Juan; Pugliese De González, Gabriella
In the teaching of English process, there are modalities to create efficient and dynamic classes for students who are learning English as a Foreign Language, that allow the proper understanding and acquisition of knowledge. The teaching of English in Colombia, mostly in public schools, has not been an easy and dynamic task. The problem of teaching English is that it is individual in most cases and for this reason it is necessary to implement new ways of teaching English in a complete and clear way, so cooperative learning is shown as an effective way. Implementing cooperative learning involves careful planning and structuring of group activities. Teachers must create a supportive classroom environment and establish clear expectations for participation, accountability, and mutual respect. Group formation should be strategic, considering factors such as students' abilities, diversity, and social dynamics. Moreover, instructors play a crucial role in facilitating discussions, providing guidance, and monitoring group dynamics to ensure an equitable and inclusive learning experience for all students. Cooperative learning not only works as a group dynamic because it is demonstrated throughout this experience that it is considered a necessary tool to foster oral production in students.
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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.
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English course final internship report
(2022-03-03) Fernandez Pérez, Ana Patricia; Lorduy Arellano, Danilsa
This report points to inform about the internship that took place at the public school Villa Margarita in Monteria. This internship was developed in 10th and 11th grade and its main purpose was to improve the students’ speaking skills. In addition, this report explains the different pedagogies (Project based Learning, Communicative Language Teaching and the Student-centered approach) that were used to support the methodology and activities developed in the process during the internship. The report also contains the results and findings of the process, as well as conclusions and recommendations for future teachers. Finally, it presents the limitations found at the school and how the intern teacher overcame those difficult situations
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English language learning through a game-based approach to increase preschoolers´ attention span
(2023-02-02) Contreras Lance, María José; Pugliese De González, Gabriella
Early childhood is considered a golden stage where children are developing their language acquisition skills. Teachers must look for dynamic ways to keep students motivated and focused in the classroom. This paper describes my experience during my internship as an English preschool teacher at the Antonia Santos school in Montería, Córdoba. To accomplish this, I applied The Game-based learning approach to increase attention spans while preschoolers students were learning vocabulary. In addition, this report illustrates the findings and achievements related to my student's growth, personal improvements, and professional advancement. Finally, some recommendations and conclusions are presented for future intern teachers
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The english language teaching through a project-based approach to increase the intercultural sense in 8th graders from a bilingual school
(Universidad de Córdoba, 2024-12-11) Soto Narváez, Jose Enrique; Pugliese, Gabriella; Barboza Diaz, Alex Gabriel
English teaching has evolved throughout the years and nowadays covers a variety of aspects of our daily life, regarding that, bilingual schools have understood the importance of creating a globalized education by applying well-known approaches in their curricula and understanding that English makes the teaching/learning process more reliable. This internship report focuses on how project-based approaches and culture are intertwined to create globalized and student-centered classrooms. Interculturality fosters making students more human, and respectful while they discover their abilities and learn to appreciate the cultural elements that define their personalities and identities. The application of interactive and modern lesson plans derived in more engaging classes, where resources were used appropriately and students gave enough value to the teaching practices. Summarizing, applying English from different perspectives allows students to navigate on what they know, and figures as a door to get what they want to know since the cultural appropriation.
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Enhancing communicative skills through the mentorship program: an internship report of first-semester student's progress at the University of Cordoba
(Universidad de Córdoba, 2024-12-10) Cabrales Saez, Daniela; Sánchez Cuello, Jhon Jairo; Galván de la Ossa, Aura Melissa
Este informe analiza cómo la mentoría personalizada ayudó a estudiantes motivados de primer semestre inscritos en el programa de Licenciatura en Lenguas Extranjeras de la Universidad de Córdoba en Montería a mejorar su fluidez, confianza y desempeño académico durante el segundo semestre del año académico 2024. El programa de mentoría benefició a 15 estudiantes, en su mayoría provenientes de familias de bajos ingresos, quienes enfrentaban dificultades para hablar inglés debido a la falta de exposición previa al idioma. Durante la pasantía, se emplearon diversas técnicas pedagógicas, como juegos de roles, gamificación, trabajo colaborativo y retroalimentación correctiva, adaptadas a las necesidades individuales y preferencias de aprendizaje de cada estudiante. Al fomentar la competencia lingüística, aumentar la autoestima y promover la participación activa, estos métodos ayudaron a los alumnos a superar obstáculos como las lagunas de vocabulario y la escasa exposición al idioma. El estudio describe el marco metodológico y las teorías subyacentes del proceso de mentoría, destaca sus logros, señala las dificultades encontradas y ofrece recomendaciones para futuras implementaciones de este modelo de pasantía.
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Enhancing grammar and collaboration: an internship experience at Universidad de Córdoba
(Universidad de Córdoba, 2024-12-11) Argel Osorio, Maria Angélica; Diaz España, Itala; Galván de la Ossa, Aura Melissa
This internship report explores a mentoring program conducted at the Universidad de Córdoba, aimed at enhancing the grammatical and communicative skills of fourth-semester English degree students. The program addresses students' difficulties with grammar, such as verb tenses and conditionals, through the implementation of pedagogical approaches like Communicative Language Teaching (CLT) and Task-Based Learning (TBL). These methods emphasize real-world applications of grammar via activities such as role-playing, debates, and collaborative tasks. The report highlights the use of scaffolding, formative assessment, and cooperative learning to foster student engagement and progress. Despite challenges such as limited resources and inadequate learning spaces, the mentoring sessions achieved notable improvements in students’ grammar proficiency and confidence. Recommendations are provided to optimize future programs by enhancing learning environments and integrating practical, low-tech strategies. This experience underscores the importance of adaptive teaching practices in fostering meaningful learning and professional growth.
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Enhancing listening skills through technology for fll
(Universidad de Cordoba, 2024-07-03) Ramos Galvan Dilson Santiago; Nieto Caballero, Jaime Arturo; Arango, Andres
During my internship at Colegio Santa Teresita in San Pelayo, I focused on enhancing listening skills among secondary education students. Situated in an urban area catering primarily to socio-economically disadvantaged students, the school adopts a holistic approach to English language learning, integrating diverse pedagogies and educational technologies. As overseer of four ninth-grade groups, each comprising approximately 40 students, I tailored teaching practices to meet the unique needs of each group while fostering an inclusive and participatory learning atmosphere. This report sheds light on the challenges and strategies involved in adapting teaching methods within diverse educational contexts, emphasizing the importance of flexibility and creativity in educational practices.
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Enhancing vocabulary and oral skills through gamification in 4th grade students at Santa María Goretti school under the national internship program
(Universidad de Córdoba, 2024-12-09) Caballero Moreno, Laura Vanesa; Lozano Hoyos, Levis Leonardo; Barboza Diaz, Alex Gabriel
The following report describes my internship experience at Santa Maria Goretti Educational Institution. It consisted of teaching in-person lessons to 4th-grade primary students between the ages of 9-12. The goal of this internship was to implement a meaningful strategy to get children involved in English learning. In this way, gamification as an educational strategy was applied to enhance vocabulary and oral skills. The lessons were designed and planned based on dynamic and mechanical techniques to provide a playful and accessible learning experience. In addition, this document discusses the underlying theories, methodology, gains, conclusions, limitations, and recommendations of the process in which I was immersed.
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Enhancing writing skills in 11th graders using R2l and gamification
(2020-12-02) Muñoz Peinado, Ronny Samir; Romero, Yanilis
This paper describes the internship, which was carried out at the educational institution Victoria Manzur, located south of Monteria city. It was carried out with the 11th graders of this place in a the completely virtual way during an academic semester, throughout this process three main steps were developed, the first one was to diagnose the level of literacy that the students had at the beginning of the process, the second one was working with them using the Reading to learn approach to improve their levels of literacy, the third one, was to find results that showed a significant change in the literacy of 11th-grade students. This process faced many pitfalls, especially because this internship was developed virtually in an unexpected way due to the COVID-19 pandemic, which caused the students to start classes with little technological tools to work comfortably and learn in a better way. Regardless of the difficulties, all these events were part great experiences that enriched the teaching experience, which will be immensely valuable for future projects. Working with youngsters in a new reality for teachers promotes reflection about how challenging can be fulfilling the goal of teaching a foreign language such as English when teaching virtually.
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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.
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Finding their voice: motivating students to speak english through cooperative learning
(Universidad de Córdoba, 2024-12-02) Cartagena Buelvas, Gisela; Lordouy Arellano, Danilsa Del Carmen; Paz Wechek, Martha Elvira
This report describes the benefits of cooperation in improving speaking skills in upper-intermediate and intermediate students aged 10 to 16 as part of the Bilingualism for Peace program at Cristobal Colon, a public school in Monteria, Cordoba. The problem addressed is that the students had different and low English-speaking skills. To face this, the purpose of the internship was to help students improve their English-speaking skills with confidence trying to reduce the differences in levels that existed in the students. This was done using fun cooperative methods that promoted learning and personal growth. It included activities like group discussions, peer feedback, scaffolding, roleplay, and information gaps activities, to keep students motivated. Cooperative learning encourages small group collaboration, active communication, and peer support. This approach creates an environment in which students participate in meaningful conversations, regularly practicing their speaking skills on real-world tasks. The findings show that this method improves speaking skills and increases motivation, self-confidence, and language use in authentic contexts, in line with the program's goal of integrating language learning with peace-building values while promoting creativity and critical thinking.
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Fostering collaborative learning in the technology era through project-based learning in a multilevel classroom
(Universidad de Córdoba, 2024-07-08) Lambis Guerra, María Isabel; Lordouy Arellano, Danilsa Del Carmen; Sagre Barboza, Ana Maria
This degree work reports my internship experience with Upper intermediate and Conversation levels students of the Bilingualism for Peace program, carried out at the educational institution La Ribera. I highlight the importance of the Collaborative Learning and Project Based Learning approaches that I used in the design of lesson plans, activities, materials, and strategies, considering the Multilevel Classroom that I had. These approaches allowed me to foster speaking skill in students as well as the practice of the develop of critical thinking and teamwork. 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.