Publicación:
Internship at la ribera school: bilingualism for peace program

Vista sencilla de ítem
dc.contributor.advisorYurisan Tordecilla Zumaquéspa
dc.contributor.authorLobo Petro, Juan Guillermospa
dc.date.accessioned2023-02-04T17:33:28Z
dc.date.available2023-02-04T17:33:28Z
dc.date.issued2023-02-02
dc.description.abstractThis 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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsACKNOWLEDGEMENTS 4spa
dc.description.tableofcontentsABSTRACT 5spa
dc.description.tableofcontents1. INTRODUCTION 6spa
dc.description.tableofcontents2. PEDAGOGIES 8spa
dc.description.tableofcontents2.1 Task-Based Language Teaching 9spa
dc.description.tableofcontentsPre-task: 10spa
dc.description.tableofcontentsDuring-task: 10spa
dc.description.tableofcontentsPost-task: 10spa
dc.description.tableofcontents2.2 Interculturality 11spa
dc.description.tableofcontents2.2.1 Intercultural Competence 12spa
dc.description.tableofcontents2.3 Education for Peace 12spa
dc.description.tableofcontents2.4 Bilingualism Por Peace Program 14spa
dc.description.tableofcontents2.5 Global Goals for Sustainable Development 15spa
dc.description.tableofcontents3. METHODOLOGIES 16spa
dc.description.tableofcontents3.1. Chart of duties 20spa
dc.description.tableofcontents4. FINDINGS 21spa
dc.description.tableofcontents4.1 Professional growth 22spa
dc.description.tableofcontents4.1.1 Starting to plan with TBLT 23spa
dc.description.tableofcontentsTranscript 1 25spa
dc.description.tableofcontents4.1.2 Adding the Education for Peace themes and materials into the Lesson Plan 25spa
dc.description.tableofcontents4.1.3 Joining Intercultural Competence into the design of the Lesson Plan 27spa
dc.description.tableofcontentsTranscript 2 29spa
dc.description.tableofcontents4.1.4 Integrating the Global Goals for Sustainable Development into the Lesson Planspa
dc.description.tableofcontents4.2. Students' growth 30spa
dc.description.tableofcontents4.3 My impact on the institution IE La Ribera 31spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS 33spa
dc.description.tableofcontents6. LIMITATIONS 34spa
dc.description.tableofcontents7. REFERENCES 35spa
dc.description.tableofcontents8. APPENDICES 37spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7007
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsTask-based language teachingeng
dc.subject.keywordsIntercultural competenceeng
dc.subject.keywordsEducation for peaceeng
dc.subject.keywordsBilingualism for peaceeng
dc.subject.keywordsGlobal goals for sustainable developmenteng
dc.subject.proposalTans-based language teachingspa
dc.subject.proposalCompetencia interculturalspa
dc.subject.proposalEducación para la pazspa
dc.subject.proposalBilinguismo para la pazspa
dc.subject.proposalObjetivos de desarrollo sosteniblespa
dc.titleInternship at la ribera school: bilingualism for peace programspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAbid, N. (2016, August). PROMOTING PEACEFUL LIFE: INTEGRATING PEACE EDUCATION THROUGH ENGLISH FOREIGN LANGUAGE CLASS. ResearchGate. Retrieved 12 11, 2022, from https://www.researchgate.net/publication/326972669_PROMOTING_PEACEFUL_LIFE_INTEGRATING_PEACE_EDUCATION_THROUGH_ENGLISH_FOREIGN_LANGUAGE_CLASSspa
dcterms.referencesByram, K., & Kramsch, C. (2008). Why Is It so Difficult to Teach Language as Culture? JSTOR. https://www.jstor.org/stable/27676139?origin=JSTOR-pdfspa
dcterms.referencesChandy, R. (2017, June 04). Langschool Language by Experience TBLT Origins language learning. Langschool. Retrieved January 15, 2023, from https://languagebyexperience.com/blog/the-origins-of-tblt/spa
dcterms.referencesCooperación Centro de Idiomas de la Universidad de Córdoba y Licenciatura en Educación con énfasis en Idiomas Extranjeros – Inglés. (2016, May). Documento Maestro Bilingüismo Para La Paz. In Universidad de Córdoba (PDF document). Montería, Córdoba, Colombia.spa
dcterms.referencesDietz, G. (2018, September). Interculturality. ResearchGate. Retrieved 12 10, 2022, from https://www.researchgate.net/publication/327455124_Interculturalityspa
dcterms.referencesFriedrich, P. (2007). English for peace: toward a framework of Peace Sociolinguistics. World Englishes, 26(1), 72–83.spa
dcterms.referencesGlisan, E., & Donato, R. (2017). Enacting the Work of Language Instruction: High-Leverage Teaching Practices. ACTFL.spa
dcterms.referencesThe Global Goals. (2016, September 14). Malala introducing The Worlds Largest Lesson HD | Global Goals. YouTube. Retrieved January 15, 2023, from https://youtu.be/p2hyORs83EEspa
dcterms.referencesHashemi, M. (2012). Using task- based language teaching, learning practically in English classes. ScienceDirect. Retrieved 12 9, 2022, from https://www.sciencedirect.com/science/article/pii/S1877042811030278spa
dcterms.referencesHismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. ScienceDirect. Retrieved 12 10, 2022, from https://www.sciencedirect.com/science/article/pii/S187704281100228X?ref=pdf_download&fr=RR-2&rr=7777eed2deb03edcspa
dcterms.referencesKramsch, C. (2011, July). The symbolic dimensions of the intercultural. Passei Direto. Retrieved January 9, 2023, from https://www.passeidireto.com/arquivo/85478964/kramsch-the-symbolic-dimensions-of-the-interculturalspa
dcterms.referencesKumar Shah, R. (2021, February). Conceptualizing and Defining Pedagogy. ResearchGate. Retrieved 12 12, 2022, from https://www.researchgate.net/publication/357429816_Conceptualizing_and_Defining_Pedagogyspa
dcterms.referencesMurphy, P. (2003). Defining pedagogy. In Equity in the classroom. https://www.routledge.com/Equity-in-the-Classroom-Towards-Effective-Pedagogy-for-Girls-and-Boys/Murphy-Gipps/p/book/9780750705417spa
dcterms.referencesStudycat Limited. (2020, November 9). Task-based Language Teaching Webinar: what it is, how to plan and example lesson! [Video]. YouTube. Retrieved January 8, 2023, from https://youtu.be/9SgNeKSmuEsspa
dcterms.referencesUnited Nations. (2015, September 25). Resolution adopted by the General Assembly on 25 September 2015. A/RES/71/313. Retrieved 12 12, 2022, from https://documents-dds-ny.un.org/doc/UNDOC/GEN/N15/291/89/PDF/N1529189.pdf?OpenElementspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
LoboPetroJuanGuillermo.pdf
Tamaño:
3.33 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
No hay miniatura disponible
Nombre:
Formato de autorización.pdf
Tamaño:
336.22 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.H.C. Pasantías