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Meaningful experiences: a path to learning english

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dc.contributor.advisorVergara Sanchez, Elkin David
dc.contributor.authorPadilla Barrios, Linda Shirly
dc.contributor.juryDiaz Arrollo, Eliecer
dc.date.accessioned2025-06-28T18:04:25Z
dc.date.available2025-06-28T18:04:25Z
dc.date.issued2025-06-28
dc.description.abstractThis report summarizes my participation as an intern in the Bilingualism for Peace program, developed at the La Ribera Educational Institution in Monteria, Cordoba. During the internship, I was in charge of teaching English classes at the Intermediate and Conversation levels, following the guidelines established by the program. In addition to fulfilling specific responsibilities such as reviewing student documentation by level (personal information, grades and payment status), proposing and organizing activities for the celebration of special dates, disseminating relevant information provided by the program, and supervising the arrival and departure of students, I was also attentive to the coordination and organization of the other interns.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroductioneng
dc.description.tableofcontentsUnderlying Theorieseng
dc.description.tableofcontentsLexical Approacheng
dc.description.tableofcontentsContent-Based Learningeng
dc.description.tableofcontentsReflective Integrationeng
dc.description.tableofcontentsTeaching Methods and Strategieseng
dc.description.tableofcontentsIdentification of Student Needs and Theoretical Alignmenteng
dc.description.tableofcontentsDidactic Strategies and Resourceseng
dc.description.tableofcontentsThematic Units and Use of Teaching Materialseng
dc.description.tableofcontentsAdministrative Responsibilitieseng
dc.description.tableofcontentsReflection on the Internship Experienceeng
dc.description.tableofcontentsSchedule of Activitieeng
dc.description.tableofcontentsGainseng
dc.description.tableofcontentsConclusions, Limitations and Suggestionseng
dc.description.tableofcontentsReferenceseng
dc.description.tableofcontentsAppendixeng
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/9234
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.referencesCochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.
dc.relation.referencesDarling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
dc.relation.referencesGonzález Rodríguez, L. M., & Sánchez Manzano, M. J. (2017). Aprendizaje léxico de una lengua extranjera mediante una metodología basada en la adquisición de contenidos. Editorial Universidad de Salamanca.
dc.relation.referencesHattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
dc.relation.referencesLewis, M. (1993). The lexical approach: The state of ELT and a way forward. Heinle Language Teaching Publications.
dc.relation.referencesRichards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
dc.relation.referencesSchön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
dc.relation.referencesShulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
dc.relation.referencesZeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates.
dc.rightsCopyright Universidad de Córdoba, 2025
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 peaceeng
dc.subject.keywordsContent-based learningeng
dc.subject.keywordsEnglish teachingeng
dc.subject.keywordsDntercultural dialogueeng
dc.subject.keywordsLanguage skillseng
dc.subject.keywordsLexical approacheng
dc.subject.proposalBilingualismospa
dc.subject.proposalPasantíaspa
dc.subject.proposalColegiospa
dc.subject.proposalDidácticaspa
dc.subject.proposalExperienciaspa
dc.titleMeaningful experiences: a path to learning english
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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