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Bilingualism for peace internship: my first approach to a second language, english

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dc.audience
dc.contributor.advisorArango Arteaga, Andrés Felipe
dc.contributor.authorMadera González, Kevin de Jesús
dc.contributor.juryVega Calao, Yina Margarita
dc.date.accessioned2024-01-30T13:50:56Z
dc.date.available2024-01-30T13:50:56Z
dc.date.issued2024-01-29
dc.description.abstractIn 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.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. Introductioneng
dc.description.tableofcontents2. Pedagogieseng
dc.description.tableofcontents2.1. Cordoba Transformadaeng
dc.description.tableofcontents2.1.1. Bilingüismo Para La Pazeng
dc.description.tableofcontents2.2. Task-Based Learningeng
dc.description.tableofcontents2.2.1. Pretaskeng
dc.description.tableofcontents2.2.2. Valueeng
dc.description.tableofcontents2.2.3. Evaluationeng
dc.description.tableofcontents2.2.4. Feedbackeng
dc.description.tableofcontents2.2.5. Teacher's roleeng
dc.description.tableofcontents2.3. English Early Childhood Educationeng
dc.description.tableofcontents2.4. Classroom Motivationeng
dc.description.tableofcontents2.5. Extrinsic Motivationeng
dc.description.tableofcontents3. Methodologieseng
dc.description.tableofcontents3.1 Duties charteng
dc.description.tableofcontents4. Results Of My Internshipeng
dc.description.tableofcontents4.1. Professional Growtheng
dc.description.tableofcontents4.2. Students’ Growtheng
dc.description.tableofcontents4.3. Personal Growtheng
dc.description.tableofcontents5. Conclusions, Limitations, and Recommendationseng
dc.description.tableofcontents6. Bibliographyeng
dc.description.tableofcontents7. Appendixeng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8138
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesArango Tobón, O. E., Puerta Lopera, I. C., Montoya Zuluaga, P. A., & Sánchez Duque, J. W. (2013). Preditores psicolinguísticos da aquisição e aprendizagem do inglês como segunda língua. Avances en psicología latinoamericana, 31(3), 546-555.
dc.relation.referencesAsher, J. J. (1972). Children's first language as a model for second language learning. The Modern Language Journal, 56(3), 133-139.
dc.relation.referencesBravo Lucas, E., Brígido Mero, M., Hernández del Barco, M. A., and Mellado Jiménez, V. (2022). Las emociones en ciencias en la formación inicial del profesorado de infantil y primaria.
dc.relation.referencesDeci, E. L., and Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science and Business Media.
dc.relation.referencesFukada, Y. (2018). Whole language approach. The TESOL encyclopedia of English language teaching, 1-7.
dc.relation.referencesHarmer, J. (2001). The practice of English language teaching. London/New York, 401-405.
dc.relation.referencesPurwani, W. A. (2021). Learning method using communicative approaches to english grammar teaching. Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan, 3(1), 1-6.
dc.relation.referencesVallerand, R. J., and Blssonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of personality, 60(3), 599-620.
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsBilingualism for Peace
dc.subject.keywordsTask-Based Learning
dc.subject.keywordsFirst Language Contact
dc.subject.proposalBilingüismo para la paz
dc.subject.proposalAprendizaje basado en tareas
dc.subject.proposalPrimer contacto lingüístico
dc.titleBilingualism for peace internship: my first approach to a second language, englisheng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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