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Internship at Institución Educativa Santa Rosa de Lima “Sagrado Corazón de Jesús”

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dc.contributor.advisorSagre Barboza, Ana Maríaspa
dc.contributor.authorMartínez Argel, Paola Andrea
dc.date.accessioned2022-03-04T02:33:21Z
dc.date.available2022-03-04T02:33:21Z
dc.date.issued2022-03-03
dc.description.abstractThis report describes the Internship process conducted at Santa Rosa de Lima, sede Sagrado Corazón de Jesús. It consisted of teaching lessons in person to the students from kindergarten to fifth grade. The main purpose of this internship was to provide students the possibility to be immersed in an English environment and provide them with the necessary accompaniment throughout the process. The lessons were designed and planned based on two High Leverage Teaching Practices, which were: Establishing a Meaningful and Purposeful Context for Language Instruction and Target Language Comprehensibility. This paper discusses the teaching practices, methodologies, results, conclusions and recommendations, and limitations of this meaningful process in which I had a 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.tableofcontentsINTRODUCTION………………………………………………………………….7spa
dc.description.tableofcontentsHIGH-LEVERAGE TEACHING PRACTICE…………………………………….10spa
dc.description.tableofcontentsTARGET LANGUAGE COMPREHENSIBILITY……….………………….12spa
dc.description.tableofcontentsESTABLISHING A MEANINGFUL AND PURPOSEFUL CONTEXT FOR LANGUAGE INSTRUCTION………………….14spa
dc.description.tableofcontentsMETHODOLOGIES………………………………………………………………17spa
dc.description.tableofcontentsDUTIES CHART…….………………………………………………….……18spa
dc.description.tableofcontentsRESULTS…………………………………………………….……………………20spa
dc.description.tableofcontentsImplementation of the practice ‘Establishing a Meaningful and Purposeful Context for Language Instruction’……………….………24spa
dc.description.tableofcontentsImplementation of the practice ‘Target Language Comprehensibility’.………27spa
dc.description.tableofcontentsCONCLUSIONS AND RECOMMENDATIONS…………………………………36spa
dc.description.tableofcontentsLIMITATIONS…………………………………………………………………….38spa
dc.description.tableofcontentsREFERENCES……………………….…………………………………………….40spa
dc.description.tableofcontentsAPPENDICES…………………………………………………………………...…42spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4888
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, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
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.keywordsHigh leverage practiceseng
dc.subject.keywordsIn-person educationeng
dc.subject.keywordsPurposeful contexteng
dc.subject.keywordsIanguage comprehensibilityeng
dc.subject.proposalPrácticas de alto apalancamientospa
dc.subject.proposalEducación presencialspa
dc.subject.proposalContexto útilspa
dc.subject.proposalComprensibilidad del lenguajespa
dc.titleInternship at Institución Educativa Santa Rosa de Lima “Sagrado Corazón de Jesús”spa
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.referencesClementi, D., & Terrill, L. (2017). The keys to planning for learning: Effective curriculum, unit, and lesson design. American Council on the Teaching of Foreign Languages.spa
dcterms.referencesDavin, K. J., & Troyan, F. J. (2015). The implementation of high‐leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124-142.spa
dcterms.referencesDecreto 1421, Por el cual se reglamenta en el marco de la educación inclusiva la atención educativa a la población con discapacidad. Ministerio de Educación Nacional. Bogotá, D.C. 29 de agosto de 2017. Recuperado de http://es.presidencia.gov.co/normativa/normativa/DECRETO%201421%20DEL %2029%20DE%20AGOSTO%20DE%202017.pdfspa
dcterms.referencesFlores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 21(27), 32-54.spa
dcterms.referencesGlisan, E. W., & Donato, R. (2017). Enacting the work of language instruction: High leverage teaching practices. ACTFLspa
dcterms.referencesGlisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: High leverage teaching practices. Volume 2. ACTFspa
dcterms.referencesHealey, D. (2019). Gamification. Macmillan education.spa
dcterms.referencesJanssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137-146. https://doi.org/10.1016/j.tate.2015.06.009spa
dcterms.referencesLoewenberg Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60(5), 497– 511.spa
dcterms.referencesNicolai, J., Sato, K. J. M., & Cotter, M. J. (2015). The Interactive Approach. Proceedings of the Humanities Society of Sapporo Gakuin University, 2015(97), 157-163.spa
dcterms.referencesOxford University Press (OUP). (n.d.). Context. Lexico.Com. https://www.lexico.com/definition/contextspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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