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Internship at la Ribera School: Bilingualism for peace program

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dc.contributor.advisorTordecilla Zumaqué, Yurisanspa
dc.contributor.authorUrbiñez Lozano, Angie Melissa
dc.contributor.educationalvalidatorTordecilla Zumaqué, Yurisan
dc.date.accessioned2023-08-08T15:05:39Z
dc.date.available2023-08-08T15:05:39Z
dc.date.issued2023-07-28
dc.description.abstractThis paper aims to present my internship experience in the Bilingualism for Peace Program, which was carried out through face-to-face classes at La Ribera High School in Monteria, Córdoba. I dedicated complete teaching English to 3 groups such as: Elementary, Intermediate, and Conversation level with students belonging to, 5, 6,7, 8, 9, 10 and 11 grades. One of the major challenges encountered during this internship was the difficulty among students to achieve one of the program's objectives, which aimed to promote a peaceful environment and global social competences through the target language. It was clear that strong pedagogical strategies were needed to address these barriers, encourage active student participation, and promote oral interaction within the classroom, as well as intercultural awareness. This is why I considered the importance of integrating cultural elements, using innovative methods, and providing resources that stimulate their interest and motivation. Nevertheless, my principal purpose was focused on the implementation of role play as a didactic strategy through platforms such as TikTok to promote active learning where students found it easier to learn difficult concepts by simulating a scenario where they had to apply these concepts, all this through lesson plans based on Task-Based Language Teaching. Each of these classes had the main objective of encouraging more motivation by the student's part to question themselves but above all to respectfully address controversial issues, such as Racism, Diversity, Culture, Gender, Bullying, Inclusion, Diversity, and not least the fact of how to be a good human being in our society. All this accompanied by essential factors of the program such as Interculturality and all the values that go hand in hand with peace.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION......................................................................................................... 8spa
dc.description.tableofcontents2. PEDAGOGIES APPLIED FOR TEACHING ......................................................... 11spa
dc.description.tableofcontents2.1. Task Based Language Teaching (TBLT) ........................................................... 11spa
dc.description.tableofcontents2.2. Interculturality ..................................................................................................... 14spa
dc.description.tableofcontents2.3. Role playing game (RPG) .................................................................................... 14spa
dc.description.tableofcontents3. METHODOLOGIES .................................................................................................. 17spa
dc.description.tableofcontents3.1. Duties chart........................................................................................................... 20spa
dc.description.tableofcontents4. RESULTS .................................................................................................................... 22spa
dc.description.tableofcontents4.1. Personal growth ................................................................................................... 22spa
dc.description.tableofcontents4.2. Adding Role play into the Lesson Plan to improve students’ oral interaction................................................................................................................................................... 26spa
dc.description.tableofcontents4.3. Students growth ................................................................................................... 28spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS .................................................... 32spa
dc.description.tableofcontents6. LIMITATIONS ........................................................................................................... 34spa
dc.description.tableofcontents7. REFERENCES ............................................................................................................ 36spa
dc.description.tableofcontents8. APPENDICES ............................................................................................................. 38spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7592
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/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.keywordsBilingualism for Peaceeng
dc.subject.keywordsTask Based Language Teachingeng
dc.subject.keywordsPedagogical strategieseng
dc.subject.keywordsOral interactioneng
dc.subject.keywordsInterculturalityeng
dc.subject.proposalBilingüismo por la pazspa
dc.subject.proposalEnseñanza de idiomas basada en tareasspa
dc.subject.proposalEstrategias Pedagógicasspa
dc.subject.proposalInteracción Oralspa
dc.subject.proposalInterculturalidadspa
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.referencesWillis, J. (1996). A framework for task-based learning. Harlow: Longman.spa
dcterms.referencesHarmer, J. (1989). The practice of English language teaching. Longman.spa
dcterms.referencesHuang, I. Y., & Shan, J. (2008). Role play for ESL/EFL children in the English classroom. The internet TESL journal, 14(2), 1-10.spa
dcterms.referencesPrabhu, N. S. (1987). Second language pedagogy. Oxford, UK: Oxford University Press.spa
dcterms.referencesBachman, L. F. (1990). Fundamental Considerations in Language Testing. Reading M.A. Addison Wesley Publishing Company.spa
dcterms.referencesEllis, R. (2003). Task based language learning and teaching. New York: Oxford University Press.spa
dcterms.referencesWillis, J. (1996). A framework for task-based learning. Harlow: Longman.spa
dcterms.referencesPietersen. (2004) Interculturality in Education: A Theoretical and Methodological Toolboxspa
dcterms.referencesRole-play. (n.d.). In The Merriam-Webster Dictionary. Retrieved December 4, 2019, from https://edtechbooks.org/-Ebntspa
dcterms.references(Lopez & Silva, 2018) The perceptions of English teachers on English varieties & English language teaching and their implications on current ELT practices in public schools in Cali, Colombiaspa
dcterms.referencesJohnson, D. W., & Johnson, R. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67-73. https://doi.org/10.1080/00405849909543834Toledo, F., & Hoit, S. (2016).spa
dcterms.referencesDeveloping speaking skills in first grade: The impact of puppets on young learners’ spoken interactions and motivation. Retrieved from http://languageresearch.cambridge.org/images/pdf/2015 16_Toledo _Hoit_CUP_TRP_final_report.pdfspa
dcterms.referencesSkinner, E., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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